Gulf Harbour School

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 four years to evaluate what is working well for learners and what needs to be improved.

About the School

Gulf Harbour School provides education for learners in Years 1 to 6. The current school roll is 564. Learners who identify as New Zealand European/Pākehā are 76% of the school roll, 20% of learners identify as Asian, 10% identify as Māori, 9% as Middle Eastern, Latin American or African and 10% from other ethnic backgrounds including Pacific heritage. 

The school’s vision of being the difference to ourselves, others and the world |kia taumata rau, kia mātou, kia koutou, ki te ao katoa is underpinned by the values of atawhai | kindness, tū kaha |resilience, manaaki |respect and tū tika |responsibility.

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

Improvement and progress

This section is about the progress the school has made since the October 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

Priorities from the last review were to develop solid foundations in literacy and mathematics through a localised curriculum and to strengthen staff capability to be increasingly culturally responsive.

Findings 

Structured approaches to literacy and mathematics are well embedded across the school and promote positive outcomes for learners. Assessment processes are further strengthened and align to quality teaching practice, internal evaluation and student agency for continuous improvement across the curriculum.

Professional learning is well planned and considered to support staff to be increasingly culturally responsive to improve equitable outcomes for all groups of learners. 

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.

How well are learners succeeding?Success and progress for all learners is increasing.What is the quality of teaching and learning?Learners benefit from high quality teaching practice that improves progress and achievement in  reading, writing and mathematics.How well does the school curriculum respond to all learners needs?

Learners have rich opportunities to learn across the breadth and depth of the curriculum.

There is a consistent focus on supporting learners to gain foundational skills in  literacy and mathematics.

Learners with complex needs are well supported to achieve their education goals.

How well does school planning and conditions support ongoing improvement?School planning and conditions to support ongoing improvement to the quality of education for learners are well established.How well does the school include all learners and promote their engagement and wellbeing?The school successfully promotes learners’ engagement, wellbeing and inclusion.How well does the school partner with parents, whānau and its community for the benefit of learners?

The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress.

The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.

Student Health and SafetyThe school board is taking reasonable steps to ensure student health and safety.

Achievement in Years 1 to 6

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.

Less than a third

Less than half

Small majority

Large majority

Most

Almost all

0 to 33%

34 to 49%

50 to 64%

65 to 79%

80 to 90%

Over 90%

Reading

Most learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Writing

Most learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Mathematics

Most learners meet or exceed the expected curriculum level.

Results are becoming more equitable for all groups of learners.

Attendance

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

•  The small majority of learners attend school regularly.
• The school is approaching the target of 80% regular attendance.
• The school has a suitable plan in place to improve attendance.
• Regular attendance is improving towards the target.
• Chronic absence is reducing over time. 

Assessment

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

•  The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
• Assessment information is used well 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 has good quality planning to increase the rate of progress for all groups of students.
• The school has significantly 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 meeting Government reading, writing and mathematics targets set for 2030.

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

• Learners are actively involved in their learning and most achieve well in a positive, caring environment. Learners requiring additional support are clearly identified for targeted support to improve learning and wellbeing.
• Learners benefit from a strong sense of belonging and engage in respectful interactions with their teachers and peers.
• Leaders and the Gulf Harbour School Board work well together, strategically using evidence-based knowledge, including parent and community feedback, to plan for improvement with learners at the centre of decision-making.
• Structured approaches in literacy and mathematics are well-embedded and prioritised across the school to build strong foundational skills.
• Learners access broad, rich curriculum that supports success in engaging, meaningful learning.
• Targeted professional learning aligned with school priorities, helps leaders and teachers to strengthen capability and ensure consistent teaching practices.
• A collaborative approach to data analysis helps identify learners’ needs and planning for ongoing improvement.

Key priorities

• Embed an instructional coaching model to help strengthen teaching and learning and improve outcomes for all learners.
• Sustain the focus on improving regular student attendance to meet Government targets. 

Actions to bring about improvement 

Every six months:

• leaders and teachers monitor achievement to determine the impact of the instructional coaching model on improving teaching and learning
• leaders and the Board review and report to the community on the outcome of attendance strategies and adjust as needed

Annually:

• leaders evaluate and report to the Board on the impact of the instructional coaching on teaching and learner outcomes to guide next steps.

Expected outcomes

• Consistent, effective teacher practice that improves learner outcomes
• Improved rates of regular student attendance. 

Regulatory and legislative requirements

This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.

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

Yes

Management of health, safety and welfare

Yes

Personnel management

Yes

Provision for international students 

This section is about the quality of the provision of education for international students enrolled at the school.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code. 

At the time of this review there were four international students attending the school.

International students successfully transition into the school. Staff work well together to provide a range of strategies that support their success in learning. Students receive effective pastoral care and can share about their cultural identities. The Gulf Harbour School Board receives regular information about the school's provision for international students.

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

Sharon Kelly
Director of Schools

27 January 2026