Hampton Hill School

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 112 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. February 2019

   210

   Counted while ERO’s review team was at the school. Education Review Office, report of 2 April 2019

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 30 October 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

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.

Context

Hampton Hill School, in Tawa Wellington, is a primary school providing education for learners in Years 1 to 6. The school’s RISE values – Respect ( whakaute ), Integrity ( pono ), Strength ( mātātoa ) and Empathy ( aroha ), support the school vision of ‘ Grow People to Thrive ’. A new principal was appointed in April 2023.

There are two parts to this report.

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.

Part B: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing

Some students are making progress and engaged in learning.

A large majority of students achieve at or above curriculum expectations in reading and writing and most in mathematics.

There is some disparity in achievement for Māori and Pacific students in reading, writing and mathematics; targeted strategies are in place.

Behaviour expectations are inclusive and supportive; students report that their cultures are valued.

The school has made progress towards, but is not yet meeting, the Ministry of Education’s target for regular attendance; this remains an ongoing focus for the school.

Conditions to support learner success

Collaborative leadership is working towards developing a culture of quality teaching to progress student outcomes .

Leaders are beginning to establish clear expectations for consistent evidence-based teaching and learning to improve student outcomes.

Individual student needs are increasingly targeted through schoolwide assessment and analysis by leaders.

Leaders are establishing positive relationships across the school community by regularly seeking whānau voice to inform strategic decision making.

Teachers are increasingly delivering an appropriate curriculum that is meeting students’ needs.

Teachers are working together to deepen their knowledge of evidenced-based teaching practice to accelerate student progress, achievement and engagement.

Teachers increasingly use achievement information to plan for effective teaching programmes.

Te ao Māori is beginning to be incorporated into most aspects of school life to develop a more culturally responsive approach to teaching and learning.

Leaders are establishing conditions to bring about school improvement.

S tudents with additional needs are supported in their learning; teachers and whanau work together to identify strengths and learning needs

Student and whānau voice is gathered, analysed and used to make decisions for school improvement.

Parents and whānau are invited to participate in their child’s learning through a range of academic, cultural and social opportunities .

Part B: Where to next?

The agreed next steps for the school are to:

improve student progress and achievement by developing a consistent, evidenced-based approach to teaching, learning and assessment

strengthen the use of culturally responsive strategies to improve overall student outcomes

enhance partnerships to enable parents and whanau to support their child’s learning; enable students to discuss their learning with whanau

monitor and strengthen attendance processes.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within three months:

develop a responsive curriculum plan to guide teacher professional learning focused on strengthening evidenced-based approaches to teaching, learning and assessment

undertake a review of culturally responsive strategies

identify effective strategies used to support and strengthen learning partnerships

use attendance data to identify the impact of targeted strategies.

Every six months:

leadership evaluate the impact of evidenced-based teaching and assessment practice on student progress and achievement; accelerated learning is prioritised

review the use of culturally responsive teaching strategies to engage all learners and improve outcomes

assess the impact of strategies used to build learning partnerships; students discuss their learning with whanau

continue to track and monitor attendance information; identify what is working and adjust targeted strategies for ongoing improvement.

Annually:

evaluate the impact of evidenced-based teaching and culturally responsive strategies, including interventions for accelerated progress and achievement

track, analyse and report on achievement, progress and attendance information to the board to identify and plan priority actions

evaluate and report to the board on effective partnership initiatives that have supported equitable and excellent outcomes for all students and strategically plan next steps.

Actions taken against these next steps are expected to result in:

a consistent, evidenced-based school-wide approach to teaching, learning and assessment practice; improved progress and achievement for all learners

teachers using culturally responsive teaching strategies to engage learners and improve equitable and excellent outcomes.

whanau and parents are able to support learning through effective partnerships

improved levels of attendance that meet or exceed the Ministry of Education’s target for regular attendance.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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

Shelley Booysen Director of Schools

30 October 2024

About the School

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

Read this report on ero.govt.nz →