Te Kura o Hau Karetu

School Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Every New Zealand state and state integrated school has an ERO review at least once every 4 years to evaluate what is working well for learners and what needs to be improved.

About the School 

Te Kura o Hau Karetu is in Upper Hutt and provides education for learners in Years 1-8. The roll of 142 students includes 65 percent Māori students. The school’s WAKA values are Whakaute/Respect, Akohia/Learning, Kotahitanga/Togetherness, Atawhai/Kindness and their mission statement is He waka eke noa – we’re all in this waka together.

Te Kura o Hau Karetu currently receive Level One Māori language resource funding for 38 tamariki. Te Mātāhae has 2 classes consisting of a Year 1-3 class and a Year 4-8 class. Student learning is supported in each class by 3 kaiāwhina.

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.

Achievement in Years 0 to 8

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

• Less than half of learners attend school regularly.
• The school is behind the target of 80% regular attendance.
• The school has a suitable plan in place to improve attendance.
• Regular attendance is not yet improving towards or beyond the target.
• Chronic absence is not yet reducing over time. 

Assessment

This section is about how the school assesses learner progress and achievement.  

•  The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
• Teachers should improve their use of assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

This section is about how well the school supports all learners to make sufficient progress.  

• The school is developing good quality planning to increase the rate of progress for all groups of students.
• The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
• The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
• The school is not making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.

Rumaki/Reo Rua Outcomes and Conditions to Support Learners Success 

This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki/Reo Rua classroom/s within in English medium schools.

Learner success and wellbeing

• Students learn in a supportive and caring environment that fosters their wellbeing. Teachers have created a safe, inclusive and respectful environment that encourages a strong sense of belonging among students
• A small majority of learners meet or exceed the curriculum levels for pānui, while less than a third do so for tuhituhi and pāngarau
• Attendance levels are behind the government expectations of 80% regular attendance by 2030

Conditions to support learner success

• Teachers consistent modelling of te reo Māori promotes student confidence, language development and enjoyment of learning
• The quality of classroom and assessment practice is variable and is not supporting students to achieve success in te reo matatini and pāngarau
• Ongoing discussions about transition pathways for students as they move to their next stage of learning

Next steps for improvement

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.

Areas of Strength

• Teachers are committed to building their knowledge and capability to enhance teaching practice, improve student outcomes, and stay informed about current teaching approaches to structured literacy and mathematics
• Students with identified learning needs are promptly identified and receive relevant, individualised support that enables them to access the curriculum and to make meaningful progress and achievement

Key priorities 

• Progress student achievement in reading, writing, mathematics, pānui, pāngarau, and tuhituhi.
• Improve the quality of teaching in Te Mātāhae by strengthening the consistency in analysing and using assessment information to inform classroom practice.
• Implement targeted interventions and strategies that will improve regular attendance for all ākonga.

Actions to bring about improvement

Within three months:

• leaders and teachers implement improvement plans for literacy, mathematics, te reo matatini and pāngarau; provide targeted support for those students who are below or well below expected levels
• leaders and teachers implement a robust system for regular tracking, monitoring and reporting of student progress, achievement and attendance throughout the year
• leaders provide targeted support and professional learning for teachers in Te Mātāhae to address low levels of achievement in tuhituhi, kōrero and pāngarau.

Every six months:

• teachers monitor student progress and adjust as needed for those who are not making sufficient progress, with a focus on those students who are below expected levels
• leaders sample teacher planning to ensure expectations in the analysis and use of assessment information are being implemented and informing teaching practice
• leaders review and refine as necessary the impact of support and guidance for teachers in Te Mātāhae
• the Board and leaders assess the effectiveness of attendance interventions and strategies. Identify which approaches are working and which need improving.

Annually:

• leaders and the School Board analyse and evaluate achievement data to inform strategic goals and resourcing decisions 
• school leaders undertake a thorough analysis of the accelerated progress of students who were below or well below curriculum expectations to identify areas for further improvement
• school leaders and teachers evaluate the quality and consistency of teaching and assessment practice in Te Mātāhae; identify next steps for development, with a clear focus on improved ākonga outcomes
• school leaders assess and report on attendance patterns including any refinements that may be required to ensure ongoing improvement 

Expected outcomes 

• Improved student outcomes, with a focus on those students whose learning is at risk.
• Consistency of teaching practice and more effective use of assessment practice to guide teaching and learning.
• Improved outcomes for students in Te Mātāhae.
• Increased rates of attendance. 

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements. 

Board Assurance with Regulatory and Legislative Requirements

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing. 

During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

No

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Actions for Compliance 

The board has identified the following areas of non-compliance during the board assurance process:

• Developed and implemented teaching and learning programmes that provide all students in years 1 to 10 with opportunities to progress and achieve success in Technology
  [Section 164 of the Education and Training Act 2020].

The next public report on ERO’s website will be a School Report and is due within four years.

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children

Sharee Hemingway
Director Ākonga Māori

5 November 2025