Hobsonville Point Secondary School

School Evaluation 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 

Hobsonville Point Secondary School is located in West Auckland and provides education for students from Year 9 to 13. The school roll has steadily increased since the previous ERO review. 

The school vision ‘to create a stimulating, inclusive learning environment that empowers learners to contribute confidently, knowledgeably, and responsibly in our changing world’, is linked to the school values of excellence, connectedness, collaboration and resilience.  

Since the previous ERO review in 2019, the principal and five school leaders have been appointed to the senior leadership team.

The school hosts Arohanui Special School that provides education for students with high needs.  

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.  

Learner Success and Wellbeing 

This section provides a summary of learner success and wellbeing. 

• A large majority of students achieve a National Certificate of Educational Achievement (NCEA) at Levels 2 and 3 and a small majority achieve University Entrance (UE).
• A large majority of Year 9 and 10 students achieve at the expected curriculum level in reading; almost all Year 10 students achieve at curriculum expectations in mathematics.
• Māori students' achievement is equitable with overall student achievement levels. There is some disparity in Pacific student achievement in NCEA Level 3 and UE.
• A small majority of students attend school regularly; the school is behind the Government’s 80% target for regular attendance.  

Conditions to support learner success

This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.

• Leaders and teachers effectively track and monitor learner progress and achievement.
• Leadership use data to pursue targeted improvement goals and foster a culture of quality teaching to increase equity and excellence in learner outcomes.
• School leaders build and sustain educationally focused relationships with other education providers and community groups to support seamless learner transitions to academic and vocational pathways.
• Leaders use feedback from teachers and students to strengthen curriculum planning and delivery.

• Well targeted evidence-based interventions are provided for students who require additional support to achieve well.
• Teachers use responsive teaching strategies, including flexible learning and mixed grouping, to provide challenging, purposeful and well-paced learning programmes and opportunities
• Teachers regularly provide relevant and useful support and resources to parents and whānau so they can work in partnership in their child’s learning, progress and pathways. 

• High levels of relational trust and communication enable students and staff to work in partnership to achieve successful learner outcomes.
• Professional learning opportunities for staff are strategically aligned with the school’s improvement goals and identified learner needs.
• The school board provides effective stewardship focused on strategic improvement priorities related to learner achievement, progress and wellbeing.

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.  

Key priorities

• Raise student achievement, including an increased number of students achieving merit and excellence in NCEA.
• Refine and embed effective teaching practices that promote student engagement in learning.
• Integrate curriculum and assessment changes in ways that are deliberate, responsive and contextually relevant.
• Strengthen the partnership with Te Kawerau ā Maki to help build student and staff capability in te reo Māori me ona tikanga Māori, te ao Māori and mātauranga Māori.
• Increase levels of regular student attendance through data informed strategies. 

Actions to bring about improvement 

Within six months: 

• leaders and teachers implement and respond to the school’s attendance plan to improve students’ regular attendance 

Every six months:

• leaders and teachers respond to analysed achievement data and provide interventions that improve students’ learning outcomes
• leaders and teachers evaluate the implementation of effective teaching and learning and its impact on students’ learning outcomes
• the school Board receive regular evidence-based reporting on the progress of the strategic plan to track and inform school improvement

Annually:

• leaders and the Board evaluate the impact of teaching, learning and assessment practices on learners’ progress and achievement; identify successful initiatives to inform strategic planning and resourcing
• leaders monitor the integration of new curriculum and assessment requirements, and identify priorities for professional learning
• the Board and leaders evaluate the impact of strategies on raising regular student attendance, identify areas for improvement and plan next steps. 

Expected outcomes 

• Improved students’ achievement.
• Enhanced teaching practices.
• Inclusive learning environments where Māori students experience responsive teaching that reflects and affirms their identity and promotes their success.
• Improved students’ regular attendance.

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

2 October 2025