Hastings Girls' High School - Ngā Rau Huia o Ākina
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 527
- Enrolment zone
- Yes
- Gender
- Girls School
Where is it, and how do I get in touch?
- Address
- 508 Pakowhai Road, Stortford Lodge, Hastings
- Territorial authority
- Hastings District
- Phone
- 06-8731133
- admin@hastingsgirls.com
- Website
- http://www.hastingsgirls.com
- Directions
- Get directions
Other schools nearby: schools in Hastings · schools in Hawke’s Bay
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
Loading zone map…
Zone boundaries shown here are approximate. Ministry of Education data warns these boundaries do not have high spatial precision and can place neighbouring addresses on different sides of a line. This is not a confirmation of enrolment eligibility — always confirm directly with the school. Zone geometry also does not reflect enrolment priority rules (siblings, special character categories, ballots) — it shows the mapped boundary only.
Check if your address is in zone →
Source: Ministry of Education, CC BY 3.0 NZ
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- Term dates
- Term 1, 2026: Monday 2 February – Thursday 2 April
Term One Monday 2 February – Thursday 2 April
Year stated asTerm Dates 2026
- Term 2, 2026: Monday 20 April - Friday 3 July
Term Two Monday 20 April - Friday 3 July
Year stated asTerm Dates 2026
- Term 3, 2026: Monday 20 July - Friday 25 September
Term Three Monday 20 July - Friday 25 September
Year stated asTerm Dates 2026
- Term 4, 2026: Monday 12 October – Monday 14 December
Term Four Monday 12 October – Monday 14 December
Year stated asTerm Dates 2026
- Term 1, 2026: Monday 2 February – Thursday 2 April
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- In their words
- Mission:
- Through the implementation of our vision, our learners will become confident, connected and lifelong learners who are well placed to become socially aware citizens of Aotearoa.
- Values:
- Kaitiakitanga:
- Guardianship
- Whakawhanaungatanga:
- Together
- Manaakitanga:
- Kindness/Caring
- Whakaute:
- Respect
- Pono:
- Integrity
- International students
- Accepted, as stated
we look forward to welcoming a new group of international students next term.
- Accepted, as stated
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- On offer
- NETBALL
- Athletics
We have over 13 sports ranging from Athletics to Waka Ama
- Waka Ama
We have over 13 sports ranging from Athletics to Waka Ama
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 153
- Māori
- 228
- Pacific
- 188
- Asian
- 105
- MELAA
- 5
- Other
- 19
- International
- 8
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 09 | 65 | 49 | 22 | 1 | 2 | 31 | 0 | 128 |
| Year 10 | 65 | 34 | 18 | 0 | 2 | 42 | 0 | 117 |
| Year 11 | 54 | 45 | 27 | 0 | 0 | 40 | 5 | 133 |
| Year 12 | 43 | 39 | 17 | 3 | 4 | 38 | 4 | 107 |
| Year 13+ | 32 | 36 | 19 | 2 | 0 | 24 | 1 | 98 |
| Total | 259 | 203 | 103 | 6 | 8 | 175 | 10 | 583 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 13 | 59 | 40 | 20 | 1 | 2 | 29 | 0 | 112 |
| Age 14 | 53 | 35 | 19 | 0 | 2 | 31 | 0 | 106 |
| Age 15 | 64 | 45 | 22 | 0 | 0 | 45 | 0 | 130 |
| Age 16 | 45 | 34 | 15 | 3 | 2 | 34 | 7 | 106 |
| Age 17 | 31 | 33 | 15 | 2 | 2 | 27 | 2 | 89 |
| Age 18 | 7 | 15 | 7 | 0 | 0 | 8 | 0 | 32 |
| Age 19+ | 0 | 1 | 5 | 0 | 0 | 1 | 1 | 8 |
| Total | 259 | 203 | 103 | 6 | 8 | 175 | 10 | 583 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
79.5%
| Hastings Girls' High School - Ngā Rau Huia o Ākina | 79.5% |
|---|---|
| Hawke's Bay Region | 86% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 79.5% |
|---|---|
| Male | Not applicable |
| Māori | 74% |
| Pacific | 89.5% |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 82.4% |
| Total | 79.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 1 data (2023-2025)
Percentage with NCEA level 2 or above — 2025
74.4%
| Hastings Girls' High School - Ngā Rau Huia o Ākina | 74.4% |
|---|---|
| Hawke's Bay Region | 77.5% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 74.4% |
|---|---|
| Male | Not applicable |
| Māori | 66% |
| Pacific | 81.6% |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 76.5% |
| Total | 74.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 2 data (2023-2025)
Percentage with NCEA level 3 or above — 2025
51.3%
| Hastings Girls' High School - Ngā Rau Huia o Ākina | 51.3% |
|---|---|
| Hawke's Bay Region | 57.7% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 51.3% |
|---|---|
| Male | Not applicable |
| Māori | 38% |
| Pacific | 55.3% |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 44.1% |
| Total | 51.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
8.5%
| Hastings Girls' High School - Ngā Rau Huia o Ākina | 8.5% |
|---|---|
| Hawke's Bay Region | 16.6% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 8.5% |
|---|---|
| Male | Not applicable |
| Māori | 10% |
| Pacific | 7.9% |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 17.6% |
| Total | 8.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison Vocational Pathway data (2023-2025)
Retention
Percentage staying until at least 17th birthday — 2025
84.6%
| Hastings Girls' High School - Ngā Rau Huia o Ākina | 84.6% |
|---|---|
| Hawke's Bay Region | 78.8% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 84.6% |
|---|---|
| Male | Not applicable |
| Māori | 72% |
| Pacific | 92.1% |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 88.2% |
| Total | 84.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
75.5%
| Hastings Girls' High School – Ngā Rau Huia o Ākina | 75.5% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 75.6% |
|---|---|
| Male | Not available (source marker: "nd") |
| Māori | 104.3% |
| Pacific | 70.9% |
| Asian | 16.5% |
| Other | 57.4% |
| European/Pākehā | 42.9% |
| Total | 75.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
6.2%
| Hastings Girls' High School – Ngā Rau Huia o Ākina | 6.2% |
|---|---|
| Hawke's Bay Region | 6.2% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 6.2% |
|---|---|
| Male | Not available (source marker: "nd") |
| Māori | 11.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 5% |
| Total | 6.2% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
6.5%
| Hastings Girls' High School – Ngā Rau Huia o Ākina | 6.5% |
|---|---|
| Hawke's Bay Region | 3% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 6.5% |
|---|---|
| Male | Not available (source marker: "nd") |
| Māori | 11.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 6% |
| Total | 6.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 514
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 31 January 1955
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 2
- Last reviewed
- 26 March 2025
- Report type
- Review report
- Board assurance
- not reported
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 527 — 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.
July 2024
565
Counted while ERO’s review team was at the school. Education Review Office, report of 17 December 2024
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 17 December 2024 — “Hastings Girls’ High School – Ngā Rau Huia o Ākina December 2024” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
ERO wrote this report in te reo Māori and in English. Both are here as ERO published them, in ERO’s order, untranslated.
1 He Kupu Arataki
Kua whakahaere Te Tari Arotake Mātauranga, mā te mahi tahi me Te Manatōpū ā-Iwi o Ngāti Kahungunu, i te whakamātautanga o tētahi aromātai whakatōpū pānga e whakamahi ana i ngā huarahi aromātai kaupapa Māori ki te taha o tētahi kohinga o ētahi kura ara reo Pākehā, me tētahi whare kōhungahunga.
Ko te whāinga matua o tēnei aromātai tōmua, kia mahi ngātahi a Ngāti Kahungunu me Te Tari Arotake Mātauranga ki te waihanga ngātahi i tētahi huarahi aromātai tūtahi e hāngai ana ki ngā wawata o te iwi mō ā rātou tamariki me ā rātou rangatahi.
Mā te taiao ka tauihi te maroro
I whiriwhirihia ngā kura me te whare kōhungahunga mō te aromātai tōmua nei e Ngāti Kahungunu, nā ō rātou whai hononga kē ki te iwi. I tapaina e Te Manatōpū ā-Iwi o Ngāti Kahungunu te ingoa “Tiro Maroro” ki te aromātai tōmua. Ko tā te ika maroro, he whakawhiti i ngā ao e rua, arā, i te rangi me te wai, heoi, he kōrero whakarite te ingoa nei mō te whakawhiti atu i te aronga aromātai kaupapa Māori ki ngā kura ara reo Pākehā, me te whare kōhungahunga.
I waihanga ngātahi Te Tari Arotake Mātauranga rātou ko Ngāti Kahungunu, ko ngā kura tōmua me ngā kaiārahi mātauranga kōhungahunga i Ngā Paearu o Tiro Maroro: Learner Outcomes for Success Indicators , nā ngā kaupapa matua i whakaraupapahia ai ki Te Tōpuni Tauwhāinga, arā, ki te rautaki mātauranga a Ngāti Kahungunu. Ko aua paearu kei te tūāpapa o te aromātai a Te Tari Arotake Mātauranga. Ki te hiahia taipitopito kōrero anō e pā ana ki te Tiro Maroro, tēnā koa, pāwhiritia Hastings Girls’ High School – Ngā Rau Huia o Ākina | Education Review Office (ero.govt.nz)
2 Te Horopaki
E tū ana a Hastings Girls’ High School | Ngā Rau Huia o Ākina ki Heretaunga, ā, e whakarato ana i te mātauranga ki ngā kōhine o ngā tau 9 ki te 13. Ko tā rātou aronga, ko te whakamana i ngā kōhine ki te eke angitu i roto i ngā tūāhuatanga katoa o te ao, mā te toro atu ki ngā taonga tuku iho me te tuakiri o te kotahitanga, me te whakarato i te taiao mō ngā ākonga ki te whakawhanake i te ngākau titikaha me te tū tangata ā-ahurea. E whakarato ana te kura i te mātauranga ki tētahi hapori kanorau, ka tautāwhi i ngā uara o te pono, te manaakitanga, te whanaungatanga, te kaitiakitanga me te whakaute. Ko ngā tino hononga ki a Ngāti Kahungunu me te hapori whānui o te kura e ārahi ana i te ū pūmau o te kura ki te poipoi i te angitu i roto i te mātauranga.
He pēhea rawa ngā kaiārahi me ngā kaiako o te kura e tāmata ana i te “Rangatiratanga - kia taea ai e ngā ākonga me ngā whānau te whakatinana tō rātou mana motuhake me tō rātou rangatiratanga i roto i tā rātou whai mātauranga?
E ahu whakamua ana ngā kaiārahi me ngā kaiako o Hastings Girls’ High School | Ngā Rau Huia o Ākina ki te “Rangatiratanga – kia whakatinanahia e ngā ākonga me ngā whānau te mana motuhake me te rangatiratanga i roto i tā rātou whai mātauranga.”
Te Tiriti o Waitangi
E ū mātātoa ana ngā kaiārahi me ngā kaiako ki te whakamana i te tangata whenuatanga me te kōtuitanga o Te Tiriti o Waitangi, mā te mārama me te whakanui anō hoki i te tūnga motuhake o te tangata whenua, arā, o Ngāti Kahungunu.
E piki haere ana te tautoko o ngā hōtaka akoranga puta noa i te kura, i te whakatupu o ngā ākonga i te mōhiotanga me te māramatanga ki Te Tiriti o Waitangi me te whai pānga nui ki a Ngāti Kahungunu, ā, he tūāhuatanga ka poipoi i tō rātou tupu hei kawau mārō mō te tino rangatiratanga o Ngāti Kahungunu.
Kei te piki haere te whakatō atu i ngā tirohanga o Ngāti Kahungunu, o te ao Māori hoki, puta noa i ngā hōtaka akoranga o te kura, ā, he tūāhuatanga e hāpai ana i te māramatanga o ngā ākonga ki te tangata whenuatanga.
Nā te āta waihanga i te marau, kei te piki haere te tautoko i te ākonga ki te whakapakari ake i ngā mōhiotanga me ngā pūkenga e tika ana ki te āta whakatewhatewha kaikini atu ki ngā pānga – o mua, ā moroki nei hoki – o te tāmitanga, te kaikiritanga, me te purenga ihomatua.
E ahu whakamua ana ngā kaiārahi o te kura ki te whakawhanake i ngā pūnaha me ngā tukanga o te aromātai o roto e hāpai ai i tā rātou whai māramatanga ki te āhua tonu o te marau i te kura ki te whakatupu i te whakaaro arohaehae o te ākonga, me te panoni, te whakapakari hoki i te marau nā te āhua tonu o aua tūāhuatanga.
Te Reo Māori
Kua mahi takune ngā kaiārahi o te kura ki te whakawhanake i ngā huarahi mō te ako i te reo Māori, puta noa i te kura, ā, ka whakarato i ngā whai wāhitanga mō te ākonga ki te ahu whakamua i ngā pūkenga ki te kōrero, te pānui, me te tuhi i te reo Māori.
Ko ngā akoranga rumaki reo Māori ki te kura teina e poipoi ana i ērā o ngā ākonga e mātau ana ki te reo Māori, ki te whakawhanake tonu me te whakawhānui tonu i ō rātou pūkenga me ō rātou mōhiotanga e pā ana ki te reo Māori; ā, ka taea e ngā ākonga o te kura tuakana te ako te reo Māori mā Te Taumata Mātauranga ā-Motu kua Taea, tae noa atu ki te Taumata 3.
Ko ngā whakaritenga puta noa i te kura, ko te ako ngaio hoki i te mātauranga Māori, e whakarato ana i te tangongitanga o ngā whai wāhitanga mō ngā kaimahi ki te ako me te noho rumaki i roto i te reo Māori, hei hāpai i a rātou ki te mōhio me pēhea te tuitui i te reo Māori ki ā rātou whakaritenga whakaako. He wāhanga tēnei e whakawhanakehia ana i ngā wā katoa.
E whakapakari ana ngā kaiārahi o te kura i te aromatawai me ngā whakaritenga ka ahu mai i ngā whakaaturanga, puta noa i te kura, kia mōhio ai ngā kaimahi katoa ki te pānga o ā rātou whakaritenga ki te whakatairangatanga ake o ngā putanga ako reo Māori.
Mātauranga
Ko ngā mātauranga o Ngāti Kahungunu me te ao Māori, he whakaritenga ā-kura, he hōtaka ā-kura hoki, hei whakatairanga i ngā putanga ki ngā kōhine Māori me ngā ākonga katoa.
Ka kaha aro nui ngā kaiārahi me ngā kaiako ki ngā ahurea o ā rātou ākonga, ā, he tūāhuatanga tēnei e kitea ana puta noa i ngā hōtaka, ngā kōkiritanga, me ngā whakaritenga i te kura.
Ka aro pū ngā kaiārahi o te kura ki te mātauranga o Ngāti Kahungunu me te ao Māori i roto i ngā whakaritenga ā-kura, hei hāpai i ngā kōhine ki te kite i a rātou anō, i ō rātou tuakiri, me ō rātou ahurea i roto i ngā wāhanga katoa o ā rātou akoranga.
Kei te kaha haere te toro atu ki ngā wawata o ngā ākonga, ngā whānau, ngā hapū me te iwi, hei whakamōhio i ngā marau e arahina ana ki te mātauranga, ā, e whakatairanga ana i te ako a ngā ākonga, me te whakakaha ake i te whai wāhi atu ki ā rātou hōtaka akoranga.
Whanaungatanga
Ka kitea te tākare o ngā ākonga mō ā rātou akoranga ki tētahi taiao e whakanui ana i ngā uara Māori, ngā whakapono Māori, me ngā ariā Māori.
Mā ngā whakaritenga me te marau i te kura, ka puta ngā whai wāhitanga mō ngā ākonga ki te ako me te mārama i ngā tirohanga tuku iho me ngā tirohanga hou o Ngāti Kahungunu me te ao Māori, ā, he tūāhuatanga tēnei e poipoi ana i te aronga toi whenuatanga me ngā hononga ā-ahurea.
E hāpai ana ngā tikanga me ngā kawa o te kura i te whai mōhiotanga me te whai māramatanga a ngā ākonga ki ngā tūmomo tūranga, ngā tūmomo kawenga hoki i roto i te whānau, te hapū, me te iwi, ā, ka tupu te ngākau titikaha me ngā pūkenga o ngā kōhine Māori me ngā ākonga katoa ki te whai wāhi atu me te ārahi i aua tūāhuatanga.
Ka āta tautuhi ngā kaiārahi o te kura i tō rātou tūranga me ā rātou kawenga mahi e whai wāhi atu ai ki te whakatinanatanga o te rautaki mātauranga o Ngāti Kahungunu.
Rangatiratanga
Kua whakatakotohia e ngā kaiārahi o te kura ngā tūāhuatanga e hāpai ai i te whai wāhi ake a ngā ākonga me te whānau ki ngā whakataunga e pā ana ki ō rātou huarahi mātauranga.
Kua waihangatia ngā akoranga i te kura teina hei poipoi i ngā hiahia me ngā ngākau nuitanga o ngā ākonga, tae atu ki ngā huarahi kaupapa Māori, ā, he tūāhuatanga tēnei e hāpai ana i te pikitanga ake o te whai wāhi atu a ngā ākonga ki ā rātou akoranga.
Mā Te Huia Kaimanawa (arā, mā te kaunihera Māori), he kaha te reo o te ākonga Māori i te kura; kei te mātātoa ngā mahi ārahi a ngā kaiārahi o te kaunihera, ā, ka tautāwhi i ngā whai wāhitanga ki te ārahi i ngā kōkiritanga kaupapa Māori i te kura.
Ka kōkiri ngā kaiārahi me ngā kaiako i ngā whai wāhitanga auau mō ngā whānau me ngā kaitiaki ki te toro atu ki te ao o te kura. Ko tētahi whakaritenga matua kia whāia, ko te whai wāhi atu ki ngā whakataunga mā te tangongitanga o ngā horopaki, puta noa i te kura.
Tipuria Te Aroha
Ka ako ngā ākonga mā roto mai i tētahi taiao e kaha whakaputaina ana e te hapori ako ngaio o te kura ngā tino wawata mō ā rātou paetae, tā rātou ahu whakamua, me tō rātou waiora.
Mā ngā whai wāhitanga ako ngaio i whakahāngaitia ai, ā, e haere tonu ana hoki i ngā wā katoa, ka whakapakari ngā kaiārahi o te kura i ngā pūkenga o ngā kaimahi i roto i ngā whakaritenga ako me ngā mōhiotanga e whai pānga matua ana ki te hāpai i te waiora, te whai wāhi atu, me te ahu whakamua hoki a ngā ākonga katoa i Hastings Girls’ High School | Ngā Rau Huia o Ākina.
E ahu whakamua ana ngā kaiārahi me ngā kaimahi o te kura ki te whakatakoto i ngā whakaritenga, ngā pūnaha, me ngā tukanga e hāpai ai i ngā ākonga katoa ki te mōhio ki te āhua o tā rātou ako, ā, me te kōkiri whakamua i tā rātou ake ako.
Kua whakapakarihia ngā pūnaha me ngā tukanga e pā ana ki te tiaki ākonga, tae atu ki te whakatū i ētahi atu kaimahi (ngā Kaimahi mō ngā Rangatahi), ki te whakarato i te tangongitanga o te tautoko ki ngā ākonga i roto i ngā wero ka pupū ake pea ki te whakahoahoa, te whatumanawa, me te tangata hoki, otirā, i ērā tūāhuatanga ka pā tōraro pea ki tō rātou āheinga ki te whai wāhi atu ki te ao o te kura, heoi, nā tēnā, kua piki ake te taetae atu ki te kura i te tau 2024.
Ētahi atu tūāhuatanga kia tauihi te Maroro
Ka toro atu ngā kaiārahi ki ngā tautōhito whai pānga o roto, o waho hoki i te kura, ā, ka hāpai rātou ki te whakapakari i ngā pūkenga, ki te whakatairanga tonu, me te mahi auaha.
Ko te whakawhirinakitanga me te whakawhitinga kōrero e hāpai ana i te takunetanga me te nahanaha hoki o te mahi ngātahi me te auaha, puta noa i te kura.
E whakapuaki ana ngā kaiārahi o te kura i ngā tūāhuatanga mō ngā kaimahi katoa ki te whakawhanake i tō rātou māramatanga ki te whai pānga o te aromātai ki te whakatairanga tonutanga i te kura, me te whai pānga o ā rātou whakaritenga ki te whakatairanga ake i ngā putanga akoranga ki ngā taumata katoa o te kura.
He pai te noho mōhio o ngā ākonga ki te whānuitanga o ngā huarahi, ngā hōtaka, ngā whiringa, me te tautoko e wātea ana ki te kura, ā, he tūāhuatanga e hāpai ana i te kaha o te whai wāhi atu ki ā rātou akoranga me te ao o te kura.
Te Hauora o ngā Ākonga me ngā Painga
He kaha te arotahi a ngā kaiārahi o te kura ki te whakakore atu i ngā tauārai ka pā pea ki te whai wāhi atu a te ākonga ki te ao o te kura; ā, ka aro nui ki tō rātou hauora, me te hauora hoki o ō rātou whānau, ā, he nui ngā ratonga tautāwhi i whakatakotohia ai hei hāpai i tō rātou waiora.
I te tau 2023, i whiwhi te tino nuinga o ngā ākonga i te Taumata 1, te Taumata 2, me te Taumata 3 o Te Taumata Mātauranga ā-Motu kua Taea, ā, ka āta kitea te whakapaitanga ake puta noa i ngā taumata katoa. Kei te takiwā o te haurua o ngā ākonga e whiwhi ana i te Tiwhikete Whare Wānanga, ā, he tino pikitanga ake tēnei i ngā hōtuku nō te tau 2022.
Kei te rite te tatauranga whiwhinga o ngā ākonga Māori me ngā ākonga Pākehā i te Taumata 1 i roto i te ngā tau e rua kua pahure ake, ā, kua tino kapi haere te āputa o ngā tatauranga whiwhinga mō te Taumata 2 me te Taumata 3 i roto i ngā tau e rua pahure ake nei. He nui tonu te āputa mō te Tiwhikete Whare Wānanga, engari kua kapi haere i roto i ngā tau e toru kua pahure ake nei.
Kua tautuhia e ngā kaiārahi o ngā kura, e tika ana kia whakapai ake te taumata o ngā whakamanatanga ki te tohu kaiaka me te tohu kairangi.
Kāhore anō kia riterite te whakaemi me te tātari i ngā hōtuku o te kura teina, hei whakapai ake i ngā hōtaka me ngā mahere.
Ko ngā hōtuku mō te taetae ki te kura, mai i te tīmatanga o te tau 2023 ki te tau 2024, ka tohua te tino whakapikitanga ake. Ahakoa kāhore anō ngā tatauranga taetae kura kia whakatutuki i ngā taumata i whakatakotohia ai e te Tāhuhu o te Mātauranga, e ahu whakamua tonu ana ngā kaiārahi me te poari o te kura ki te whakawhanake i ngā rautaki, tae atu ki te arotake me te tātari i ngā hōtuku i ia te wā, hei hāpai ake i te taetae mai ki te kura.
Ngā Whakaritenga Matua ka whai ake
Kua whakatau ngātahi Te Tari Arotake Mātauranga, rātou ko Ngāti Kahungunu me te kura, ko ngā kaupapa matua hei tirohanga wawe, ko te:
tautoko tonu o ngā kaiārahi o te kura i te whakawhanake me te whakahōhonu o ngā kaimahi i tō rātou mōhiotanga ki te mātauranga o Ngāti Kahungunu me te ao Māori, hei whakapakari i te whakawhanaketanga me te whakatinanatanga o te marau ā-kura e arahina ana e te mātauranga.
whakawhanake me te whakatinana i te riterite o ngā aromatawai me ngā mahi whakaōrite, puta noa i te kura teina, hei āta whakapūmau i te ū tahitanga ki te aromatawai kounga kairangi me ngā whakaritenga ka ahu mai i ngā whakaaturanga, kia aro nui ai ngā kaimahi ki ngā matea o ngā ākonga katoa, me rātou e noho mōrearea ana ki te eke angitu
whakatupu i ngā pūkenga e pā ana ki te tātari hōtuku, kia pai ake ai ngā āheinga o ngā kaimahi katoa ki te āta whakamārama i ngā hōtuku – ā, kia mōhio ai rātou ki te whai pānga o ā rātou whakaritenga ki ngā putanga ākonga, kia mārama ai ki ngā tautika-kore, ā, kia whakawhanake ai i ngā rongoā e arotahi ana ki te whakapai ake i ngā putanga ki ngā ākonga katoa
arotake me te aromātai i te whai huatanga o te marau ā-kura (me ngā taputapu) kia whai wāhi nui ai ngā ākonga, ā, hei hāpai i ngā putanga pai ake, inarā, mō rātou e noho tino whakamōrearea ana ki te eke angitu
whakatupu tonu i te whānuitanga me te hōhonutanga o te marau me ngā kaupapa kei tua atu i te marau e wātea ana ki ngā ākonga, hei whakatutuki i ō rātou wawata, me ērā hoki o ō rātou whānau
whakarato tonu i te tautoko me ngā rautaki e whai pānga ana, e whai pūtake ana hoki, kia taea ai e ngā whānau te mahi kōtui ki te taha o te kura i roto i te ako, te ahu whakamua, me ngā huarahi o ā rātou tamariki.
5 Te Whakatau a te Poari ki ngā Wāhanga Tautukunga
I mua i te aromātai, i whakatutukihia e te poari kaitiaki me te tumuaki o te kura he Tauāki Kupu Tūturu a te Poari me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i aua tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:
ngā whakahaere a te poari
te marautanga
ngā whakahaere mō te hauora, te haumaru, me te oranga tinana
ngā whakahaere o ngā kaimahi
ngā whakahaere o ngā rawa.
I te wā o te aromātai, i whakamātauhia e Te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki te haumaru me te waiora o ngā ākonga:
te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)
te haumaru ā-tinana o ngā ākonga
ngā rēhita a ngā kaiako
te tukanga whakatū kaimahi
te whakaunu, te aukati, te pana me te whakarerenga
te tae ā-tinana atu a ngā ākonga ki te kura
ngā kaupapa here e whai pānga ana ki te whakatutukitanga o ngā herenga ā-ture o te Children's Act 2014.
6 Te Taunakitanga
E taunaki ana Te Tari Arotake Mātauranga kia mahi tonu a Hastings Girls’ High School | Ngā Huia Rau o Ākina ki te taha o Ngāti Kahungunu ki te whakatinana i te wawata o te iwi, arā, kia tau ki ngā kōhine me ō rātou whānau Te Rangatiratanga, kia whakamanahia ai tā rātou whakatinana i te mana motuhake i roto i tā rātou mātauranga.
Rita Walker Toka ā Nuku Whakakapi Te Uepū-a-Motu – Māor i Services
17 Hakihea , 2024
7 Ngā kōrero e pā ana ki te kura
Te tūwāhi Kei Heretaunga
Te tau a te Tāhuhu o te Mātauranga 228
Te tūmomo kura He kura ara reo Pākehā, he kura tuarua mō ngā kōhine Tau 9-13
Te tokomaha o ngā ākonga o te kura 565 (i te 01 Hōngongoi 2023)
Ngā hononga ā-iwi Hastings Girls’ High School – Ngā Rau Huia o Ākina : Student Population - Year Level | Education Counts
Ngā āhuatanga motuhake Kei roto ētahi ākonga i ngā akoranga reo rua o te reo Māori i tēnei kura; Signatory to the Code for International Ākonga
Te wā i te kura te rōpū arotake Hōngongoi 2024
Te wā o tēnei pūrongo 17 Hakihea 2024
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Pūrongo ā-Iwi Whakahou Tōmua, Here-turi-kōkā 2023; Arotake Mātauranga, Whiringa-ā-rangi 2017; Arotake Mātauranga, Mahuru 2014
1 Introduction
The Education Review Office (ERO) in partnership with Ngāti Kahungunu Iwi Inc (NKII) has worked on a pilot with a cluster of English medium schools and one early childhood on a collective impact evaluation using a Kaupapa Māori evaluation methodology.
The primary objective of this pilot is for Ngāti Kahungunu and ERO to work together to co-design a bespoke evaluation approach that aligns with the aspirations of the iwi for their tamariki and rangatahi .
Mā te taiao ka tauihi te maroro - the environment gives power for the maroro to soar
Schools and the early childhood centre involved in the pilot were selected by Ngāti Kahungunu due to their established relationship with the iwi . The pilot was gifted the name “ Tiro Maroro ” by NKII and refers to the observation of the flying fish across two mediums – the air and water, symbolizing the kaupapa Māori evaluation approach in English medium schools and the early childhood centre.
ERO, Ngāti Kahungunu , and the pilot schools and ECE leaders co-designed Ngā Paearu o Tiro Maroro: Ākonga Outcomes for Success Indicators based on the priorities outlined in the Ngāti Kahungunu Mātauranga Strategy. These indicators are the basis for ERO's evaluation. For more information about Tiro Maroro please click here Hastings Girls’ High School – Ngā Rau Huia o Ākina | Education Review Office (ero.govt.nz)
2 Context
Hastings Girls’ High School | Ngā Rau Huia o Ākina is in Heretaunga and provides education for girls in Years 9-13. Their focus is on empowering young women to excel in all aspects of life drawing on its heritage and collective identity to provide an environment for learners to develop confidence and cultural grounding. The school serves a diverse community, embracing the values of integrity/ pono , care/ manaakitanga , relationships/ whanaungatanga , guardianship/ kaitiakitanga and respect/ whakaute . Strong connections to Ngāti Kahungunu and the wider school community guide the school’s commitment to fostering academic success.
How effectively do leaders and teachers in the school restore “ Rangatiratanga - for ākonga and whānau to exercise their authority and agency in their education”?
Hastings Girls High School| Ngā Rau Huia o Ākina leaders and teachers are working towards “ Rangatiratanga - for ākonga and whānau to exercise authority and agency in their education”.
Te Tiriti o Waitangi
Leaders and teachers are actively committed to acknowledging tangata whenuatanga and Te Tiriti o Waitangi partnership by understanding and recognising the unique status of Ngāti Kahungunu as tangata whenua .
Schoolwide learning programmes increasingly support ākonga to grow knowledge and understanding of Te Tiriti o Waitangi and the significance for Ngāti Kahungunu , nurturing their growth as advocates for tino rangatiratanga o Ngāti Kahungunu .
Ngāti Kahungunu| te ao Māori perspectives are increasingly embedded throughout schoolwide learning programmes supporting ākonga understandings of tangata whenuatanga .
Through intentional curriculum design ākonga are increasingly supported to build the knowledge and skills required to critically engage with the historical and ongoing impacts of colonisation, racism, and decolonisation.
School leaders are working towards developing the systems and processes of internal evaluation that will support them to understand the extent to which the school curriculum grows the critical consciousness of their ākonga and to adapt and strengthen this accordingly.
Te Reo Māori
School leaders have been intentional in developing te reo Māori learning pathways across the school, providing ākonga with the opportunity to make progress as speakers, readers and writers of te reo Māori .
Te reo Māori immersion learning in the junior school provides those ākonga with a higher level of te reo Māori capability to further develop and extend their skill and knowledge of te reo Māori ; senior school ākonga can learn te reo Māori up to NCEA (National Certificate in Educational Achievement) Level 3.
Schoolwide practices and professional learning in mātauranga Māori provide staff with a range of opportunities to learn and be immersed in te reo Māori supporting them to understand how to incorporate te reo Māori into their teaching practice. This is an ongoing area of development.
School leaders are strengthening assessment and evidence informed practices across the school so that all staff know of the impact of their practice on enhanced te reo Māori learning outcomes.
Mātauranga
Mātauranga o Ngāti Kahungunu | te ao Māori are represented schoolwide practices and programmes to enhance outcomes for kōhine Māori and all ākonga .
Leaders and teachers place high value on the cultural backgrounds of their ākonga and demonstrate this throughout the schools’ programmes, initiatives and practices.
School leaders prioritise te mātauranga o Ngāti Kahungunu| te ao Māori within schoolwide practices to enable kōhine Māori to see themselves, their identity and culture across all aspects of their learning.
The aspirations of ākonga, whānau, hapū , and iwi are increasingly sought-out to inform a ‘ mātauranga -led’ curriculum to enhance ākonga learning and support increased engagement with their learning programmes.
Whanaungatanga
Ākonga display enthusiasm for their learning in an environment that celebrates Māori values, beliefs and concepts.
Through schoolwide practice and the curriculum, ākonga have opportunity to learn and understand traditional and contemporary perspectives of Ngāti Kahungunu| te ao Māori fostering a sense of belonging and cultural connectedness.
School tikanga and kawa support ākonga to know and understand the different roles and responsibilities within whānau, hapū and iwi , growing the confidence and ability of kōhine Māori and all ākonga to participate in and lead within these spaces.
School leaders clearly define their role and responsibilities in realising the education strategy of Ngāti Kahungunu .
Rangatiratanga
School leaders have created the conditions for increased ākonga and whānau participation in decision making regarding their educational pathways.
Learning design in the junior school is centred around ākonga preferences and passions including kaupapa Māori pathways, supporting increased levels of ākonga engagement with their learning.
Through Te Huia Kaimanawa (the Māori Council) Māori ākonga have a strong voice in the school; council leaders are active in their leadership, embracing opportunities to lead kaupapa Māori initiatives in the school.
Leaders and teachers facilitate regular whānau and carer engagement and participation in the life of the school. A key next step is how this includes contribution to decision making in a variety of contexts across the school.
Tipuria Te Aroha
Ākonga learn in an environment where the school’s professional learning community share high aspirations for their achievement, progress, and wellbeing.
Through targeted and ongoing professional learning opportunities school leadership are building staff capability in the pedagogical practices and knowledge bases necessary to support the wellbeing, engagement and progress of all ākonga at Hastings Girls’ high School | Ngā Rau Huia o Ākina .
School leaders and staff are working towards having the practices, systems and processes in place that support all ākonga to know where they are with their learning and to be able to progress their own learning.
Strengthened pastoral systems and processes, including additional staffing (Youth Workers), provide ākonga with a range of support for the social, emotional, and personal challenges that can affect their engagement with school life, which has led to improved attendance levels in 2024.
Further Conditions for Te Maroro to soar
Leaders use relevant internal and external expertise to support capability building, improvement and innovation.
Relational trust and communication support deliberate and coherent collaboration and innovation across the school.
School leaders are creating the conditions for all staff to develop an understanding of the role of evaluation in school improvement, to understand the impact of their practice on improved ākonga outcomes at all levels of the school.
Ākonga are well informed about the different pathways, programmes, options and support available at the school, supporting high levels of engagement with their learning and the life of the school.
Ākonga Hauora and Outcomes
School leaders are highly focused on removing any barriers to ākonga engagement with school life; their hauora and that of their whānau are prioritised and a range of wrap-around services are in place to support their wellbeing.
In 2023 a large majority of ākonga achieved NCEA Level 1, 2 and 3, improvement across all three levels is evident. Approximately half of students are attaining University Entrance (UE); this is a significant improvement from 2022 results.
Māori and Pākehā achieved at comparable rates at Level 1 over the last 2 years, and the disparity gap at Level 2 and 3 has significantly reduced over the last 2 years. A considerable disparity gap remains for UE, however it has notably narrowed over the last 3 years.
School leaders have identified the need to improve merit and excellence endorsement levels.
Junior data is yet to be consistently collected and analysed to inform programmes and planning.
Attendance data from early 2023 to 2024 shows significant improvement. Although regular attendance rates currently do not meet Ministry of Education targets, school leaders and the board of trustees continue to take steps to develop strategies, including the regular review and analysis of data to support improved attendance.
Key Next Steps
ERO, Ngati Kahungunu and the school agrees that the immediate priorities are:
school leaders to continue to support staff developing and deepening their knowledge of te mātauranga o Ngāti Kahungunu | te ao Māori to strengthen the development and implementation of the ‘ mātauranga -led’ schoolwide curriculum
consistent assessment and moderation practices to be developed and implemented across the junior school ensuring common agreement regarding high-quality assessment and evidence informed practices so that staff are responsive to the needs of all ākonga and those most at risk of underachievement
to grow capability in data analysis so all staff are better able to interpret data critically - know the impact of their practice on ākonga outcomes, understand inequities, and develop solutions focused on improved outcomes for all ākonga
review and evaluate the effectiveness of the school curriculum (and tools) to engage ākonga and support improved outcomes particularly for those most at risk of underachievement
continue to grow the breadth and depth of the curriculum and extra-curricular activities available to the ākonga meeting the aspirations of them and their whānau
provide relevant and useful support and resources so whānau can work as partners alongside the school in their child’s learning, progress and pathways.
5 Board Assurance on Legal Requirement
Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:
board administration
curriculum
management of health, safety and welfare
personnel management.
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
emotional safety of students (including prevention of bullying and sexual harassment)
physical safety of students
teacher registration and certification
processes for appointing staff
stand down, suspension, expulsion and exclusion of students
attendance
school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.
6 Recommendation
ERO recommend that Hastings Girls’ High School | Ngā Huia Rau o Ākina continues to work with Ngāti Kahungunu towards realising the iwi aspiration of Te Rangatiratanga for the kōhine and their whānau , so they are empowered to exercise authority over their education.
Rita Walker Toka-ā-Nuku – Acting Director Te Uepū ā-Motu – Māori Review Services
17 December 2024
7 Information about the kura
Location Hastings
Ministry of Education profile number 228
Kura type English Medium | Secondary Girls Years 9-13
Kura roll 565 (as of 01 July 2023)
Ethnic composition Hastings Girls’ High School – Ngā Rau Huia o Ākina : Student Population - Year Level | Education Counts
Special features School with some ākonga in mixed Māori language; Signatory to the Code for International Ākonga
Review team on site July 2024
Date of this report 17 December 2024
Most recent ERO report(s) Iwi Pilot Update report, August 2023; Hastings Girls' High School November 2017; Hastings Girls' High School September 2014
Priorities Goals
Priority 1: Te Tiriti o Waitangi The learner has knowledge, awareness and understands Te Tiriti o Waitangi and the significance for Ngāti Kahungunu
Priority 2: Te Reo Māori The learner is a competent thinker, speaker, reader and writer of te reo Māori.
Priority 3: Te Mātauranga The learner understands the traditional and contemporary views of te ao Māori , the wider world and the physical and natural worlds.
Priority 4: Te Whanaungatanga The learner is secure in the knowledge of ancestral links and the hopes and aspirations of whānau, hapū and iwi .
Priority 5: Te Rangatiratanga Māori learners and their whānau exercise their authority and agency in their education.
Priority 6: Tipuria te Aroha The learner has a love of education and is intellectually stimulated within an environment conducive to learning.
Read the full report on ero.govt.nz →
All 2 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).