Heretaunga College

What ERO wrote in its latest report

This is ERO’s report of 22 April 2025 — “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

Heretaunga College is a co-educational secondary school for students in Years 9 to 13 located in Heretaunga |Upper Hutt. The school is a managing school for the Titiro Whakamaua Teen Parent Unit and Koranui Alternative Education programme. A new principal has been appointed since the school’s last review.

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

The school has achieved improved outcomes for senior ākonga ; outcomes for ākonga in Years 9 and 10 require improvement.

In 2024, a small majority of ākonga achieved the National Certificate of Educational Achievement (NCEA) at Level 1; a large majority achieved at levels 2 and 3; few ākonga earned endorsements and University Entrance (UE).

Few Years 9 and 10 ākonga , in 2024, achieved at the expected curriculum level in reading, writing and mathematics.

Ākonga express that they are well-supported by staff and have a range of learning opportunities; wellbeing data is yet to be regularly gathered and analysed to inform next steps.

The school is behind the Ministry of Education target for regular attendance; there is an appropriate plan in place to improve schoolwide attendance.

Conditions to support learner success

A developing cohesion in the senior leadership team is evident, with a stronger focus on schoolwide improvement and outcomes for ākonga .

The school principal has a strong vision for school improvement and is creating the necessary conditions for all members of the school community to contribute to this.

Leadership is establishing relational trust and professional collaboration across the school focused on improved outcomes for ākonga .

School leaders have identified key improvement goals and are actively developing an action plan to achieve them, aiming to improve student outcomes.

Teachers provide a calm and respectful learning environment supporting high levels of ākonga participation in their learning.

Key changes to curriculum delivery in Years 9 and 10 creates more opportunity for collaborative learning, with a stronger emphasis on the foundational areas of literacy and mathematics.

A well-established learning support system ensures that ākonga with additional learning needs receive appropriate support.

A range of vocational pathways are offered to ākonga , supporting their active participation and engagement in these programmes.

School leaders have identified the need to strengthen a range of practices, systems, and processes that support improved ākonga outcomes.

The school is in the early stages of developing cohesive evidence informed practices enabling staff to be more responsive to ākonga strengths and needs.

Leaders and teachers have begun to engage in professional learning to improve knowledge of te ao Māori and the mātauranga of local hapū and iwi to actively implement culturally responsive practices across the school.

The conditions for professional collaborative practices are established and aligned to the school's improvement goals and ākonga needs.

The board has prioritised ongoing professional learning and development, to better understand its roles and responsibilities in representing the school community and ensuring successful outcomes for all ākonga .

Part B: Where to next?

The agreed next steps for the school are to:

build leadership capability and capacity to support staff develop their professional practice for improved and equitable outcomes for all ākonga

grow staff capability in data analysis and evidence-informed practices to better respond to the needs of all ākonga , especially in multi-level classrooms

understand and embed culturally responsive practices schoolwide, to enhance ākonga engagement and wellbeing, and to improve outcomes

fully implement the attendance plan

ensure effective governance and that the board fulfils its obligations, including to te Tiriti o Waitangi , through robust reviews and well-considered succession planning.

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

Within six months:

clear expectations for high quality teaching and learning practices are established and monitored through the professional growth cycle

leaders engage in professional learning for coaching and mentoring staff, to support critically their reflective practices, aimed at improving teaching, learning and outcomes for ākonga

Within a year:

school leaders engage with ākonga and the wider school community to gather their aspirations and expectations for the school's values, curriculum and valued outcomes; this is aimed at enhancing ākonga engagement and improving attendance and achievement

staff continue with professional learning to boost their confidence and capability to offer culturally connected learning to enhance ākonga engagement

a robust professional growth cycle is implemented, focused on improving teacher practice and leading to improved outcomes for all ākonga

Every six months:

staff rigorously analyse and scrutinise schoolwide achievement data to understand the impact of teaching practice and programmes on learner outcomes and to further inform planning

analysed learner progress and attendance data for all year groups is reported to the board and used to inform decisions about teaching and learning

ākonga and whānau voice are collected to inform ongoing planning and decision making

Annually:

board and staff rigorously analyse schoolwide achievement, progress and wellbeing data to evaluate the impact of teaching practice and programmes on learner outcomes and to inform decision making for the next school year

ākonga, whānau and wider community voice is collected as part of schoolwide evaluation to inform improvement actions

the school board to implement a process of self-evaluation to ensure the effectiveness of their own performance.

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

improved and enhanced ākonga attendance, engagement and achievement

evidence-informed teaching and learning that meets the needs of all ākonga , especially those most at risk of underachievement

strengthened systems and processes of internal evaluation resulting in improved teaching practices, and outcomes for all ākonga

school leaders, staff, whānau, ākonga , and wider community members collectively making decisions about and evaluating a school curriculum and practices, that meet their aspirations and results in successful outcomes for all ākonga .

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

Sharon Kelly Director of Schools (Acting)

22 April 2025

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 →