Henry Hill School
Contributing · State
- Year levels
- 1–6
- Total roll
- 269
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 15 Dick Place, Onekawa, Napier
- Territorial authority
- Napier City
- Phone
- 06-8437783
- admin@henryhill.school.nz
- Directions
- Get directions
Other schools nearby: schools in Napier · schools in Hawke’s Bay
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.
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
- Performance Groups
We offer Performance Groups for our #CanKidz dependent on Year Level.
- whole school Kapa Haka each week
all #CanKidz take part in whole school Kapa Haka each week.
- Carving Sessions
We also have Carving Sessions for our older #CanKidz
- Performance Groups
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 61
- Māori
- 206
- Pacific
- 40
- Asian
- 9
- MELAA
- 2
- Other
- 5
- International
- 0
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 01 | 32 | 6 | 4 | 1 | 1 | 11 | 0 | 47 |
| Year 02 | 33 | 8 | 0 | 0 | 2 | 11 | 0 | 40 |
| Year 03 | 31 | 6 | 1 | 0 | 2 | 8 | 0 | 39 |
| Year 04 | 44 | 6 | 2 | 1 | 2 | 14 | 0 | 54 |
| Year 05 | 42 | 4 | 0 | 0 | 3 | 13 | 0 | 52 |
| Year 06 | 23 | 9 | 0 | 1 | 0 | 6 | 0 | 32 |
| Year 07 | 17 | 2 | 0 | 0 | 1 | 3 | 0 | 19 |
| Total | 222 | 41 | 7 | 3 | 11 | 66 | 0 | 283 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 28 | 5 | 1 | 1 | 1 | 10 | 0 | 39 |
| Age 06 | 30 | 8 | 3 | 0 | 2 | 10 | 0 | 41 |
| Age 07 | 35 | 6 | 1 | 0 | 1 | 10 | 0 | 42 |
| Age 08 | 46 | 7 | 1 | 1 | 3 | 14 | 0 | 56 |
| Age 09 | 39 | 4 | 1 | 0 | 3 | 11 | 0 | 49 |
| Age 10 | 25 | 7 | 0 | 1 | 0 | 6 | 0 | 33 |
| Age 11 | 19 | 4 | 0 | 0 | 1 | 5 | 0 | 23 |
| Total | 222 | 41 | 7 | 3 | 11 | 66 | 0 | 283 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
76.9%
| Henry Hill School | 76.9% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 72.7% |
|---|---|
| Male | 80.7% |
| Māori | 75.7% |
| Pacific | 140.6% |
| Asian | 0% |
| Other | 291.5% |
| European/Pākehā | 77.5% |
| Total | 76.9% |
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
0%
| Henry Hill School | 0% |
|---|---|
| Hawke's Bay Region | 6.2% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
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
0%
| Henry Hill School | 0% |
|---|---|
| Hawke's Bay Region | 3% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 539
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 25 January 1965
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
- 3
- Last reviewed
- 10 April 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (10 April 2024)
A board assurance statement is the board’s own account of whether it took all reasonable steps to meet its legal obligations, on the date shown. It is not ERO’s finding. ERO reports separately, in the same report, on any non-compliance it identified during that process.
The same report — the board assurance report of 10 April 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO and the board have identified the following area of non-compliance during the board assurance process:
emergency preparedness: regular emergency drills not completed. [ Reg 29 Fire Safety, Evacuation Procedures, and Evacuation Schemes Regulations 2018 ]
The board is addressing the area of non-compliance identified.
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 269 — 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.
May 2018
265
Counted while ERO’s review team was at the school. Education Review Office, report of 22 August 2018
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 10 April 2024 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within 19 months of the Education Review Office and Henry Hill School working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
Henry Hill is a primary school in Napier. The school has learners from Years 1 to 6. A new Principal was appointed in Term 3, 2023.
Henry Hill School’s strategic priorities for improving outcomes for learners are to:
support every child to succeed in accelerating mathematical capability
design and implement a responsive, inclusive curriculum that engages and inspires learners
promote the wellbeing of all learners, whānau and staff.
You can find a copy of the school’s strategic and annual plan on Henry Hill School’s website.
ERO and the school are working together to evaluate how effectively teaching practices in literacy and numeracy promote improved equity and excellence in outcomes for all learners.
The rationale for selecting this evaluation is:
to improve equitable learner outcomes in literacy and numeracy across all year levels
strong foundations in literacy and numeracy will empower learners as they transition through their schooling
to ensure that professional learning is translated into tangible and actionable steps that lead to improved outcomes for learners
to further develop partnerships with whānau , hapū and iwi to promote improved engagement, attendance and achievement.
The school expects to see accelerated progress and equitable achievement in literacy and numeracy for all learners.
Strengths
The school can draw from the following strengths to support its goal of effective teaching practices promoting improved outcomes for all learners:
a focus on meeting diverse learning needs within an inclusive learning climate
a priority of wellbeing for all learners through a trauma-informed approach
a collaborative teaching team committed to continued growth in teacher capacity and capability through professional learning.
Where to next?
Moving forward, the school will prioritise:
understanding and analysis of achievement and progress data to inform teaching and learning, particularly for those learners needing accelerated progress
targeted professional learning to support improved teaching practice in literacy and numeracy aligned to strategic goals
implementing a responsive, localised curriculum that responds to culture, language and identity that includes te ao Māori , te reo Māori me ona tikanga and mātauranga Māori
strengthening reciprocal and learning-centred relationships with whānau , hapū , iwi to support improved progress and achievement.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director of Schools
10 April 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 the full report on ero.govt.nz →
All 3 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).