Hilltop School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 578
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 88 Rokino Road, Taupo
- Territorial authority
- Taupo District
- Phone
- 07-3787583
- info@hilltop.org.nz
- Website
- http://www.hilltop.org.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
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.
- Uniform
- Required
The school uniform is compulsory for all students who are enrolled and attend Hilltop School.
- Required
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/1740
STEP 4 - Complete the [Online Enrolment Form](https://enrolments.linc-ed.com/apply/NZ/1740)
- https://enrolments.linc-ed.com/apply/NZ/1740
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
- RESPECTWHAKAUTE
- We value ourselves, others, our school and our environment.
- At Hilltop School we:
- INTEGRITYMANA
- We are honest. We are truthful. We do the right things. Integrity gives us self respect.
- RESPONSIBILITYKAWENGA
- We take ownership for our actions, we are self motivated and show perseverance in all we do.
- KINDNESSAROHA
- We are friendly, generous and considerate of others.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 451
- Māori
- 93
- Pacific
- 15
- Asian
- 47
- MELAA
- 23
- Other
- 4
- 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 | 13 | 5 | 10 | 5 | 0 | 41 | 0 | 58 |
| Year 02 | 15 | 2 | 7 | 0 | 1 | 60 | 0 | 67 |
| Year 03 | 16 | 4 | 8 | 3 | 1 | 67 | 0 | 79 |
| Year 04 | 16 | 3 | 5 | 2 | 0 | 52 | 0 | 59 |
| Year 05 | 23 | 2 | 7 | 4 | 0 | 84 | 0 | 96 |
| Year 06 | 17 | 0 | 5 | 4 | 1 | 49 | 0 | 63 |
| Year 07 | 15 | 4 | 6 | 6 | 0 | 64 | 0 | 80 |
| Year 08 | 16 | 2 | 5 | 6 | 1 | 53 | 0 | 72 |
| Total | 131 | 22 | 53 | 30 | 4 | 470 | 0 | 574 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 12 | 4 | 9 | 5 | 0 | 36 | 0 | 52 |
| Age 06 | 14 | 2 | 8 | 0 | 1 | 54 | 0 | 62 |
| Age 07 | 17 | 5 | 6 | 3 | 1 | 72 | 0 | 82 |
| Age 08 | 14 | 3 | 7 | 1 | 0 | 48 | 0 | 56 |
| Age 09 | 22 | 1 | 6 | 5 | 0 | 78 | 0 | 89 |
| Age 10 | 20 | 1 | 6 | 4 | 1 | 60 | 0 | 76 |
| Age 11 | 14 | 4 | 4 | 5 | 0 | 56 | 0 | 69 |
| Age 12 | 17 | 2 | 7 | 5 | 1 | 56 | 0 | 76 |
| Age 13 | 1 | 0 | 0 | 2 | 0 | 10 | 0 | 12 |
| Total | 131 | 22 | 53 | 30 | 4 | 470 | 0 | 574 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
10.3%
| Hilltop School | 10.3% |
|---|---|
| Waikato Region | 53.9% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 6.1% |
|---|---|
| Male | 13.4% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 12.5% |
| Total | 10.3% |
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
7.3%
| Hilltop School | 7.3% |
|---|---|
| Waikato Region | 6.6% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 8.8% |
|---|---|
| Male | 6.3% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 9% |
| Total | 7.3% |
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%
| Hilltop School | 0% |
|---|---|
| Waikato Region | 2.4% |
| Full Primary | 1.7% |
| 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)
- 421
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 31 January 1964
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
- 28 February 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (22 February 2022)
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 board assurance report of 22 February 2022 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
What this report states about the school
As stated in ERO’s report of 28 February 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 28 February 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School 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.
About the School
Hilltop School is in Taupō and provides education for learners in Years 1 to 8. The school roll is consistently around 580 students. Māori learners make up 22% of the school roll, with growing ethnic diversity. The school values of responsibility/ kawenga , kindness/ aroha , respect/ whakaute and integrity/ mana are embedded across the school and support positive learning and inclusion. Learners are encouraged to participate in a wide range of opportunities, to become lifelong learners.
Progress since August 2022 ERO report
ERO and the school worked together to evaluate how well learner-centred and culturally responsive teaching and learning practices impact equitable and excellent outcomes for learners.
The school expected to see:
improved learner progress and achievement in reading, writing and mathematics
strengthened teaching and learning practices, particularly in writing.
During the course of the evaluation, it was found that progress and achievement outcomes for learners in reading, writing and mathematics has remained consistent over time with a large majority of learners achieving at and above curriculum expectations. A large majority of Māori learners achieve at and above curriculum expectations in reading and mathematics, with slightly fewer achieving at expected levels in writing. Inequity is evident for some groups of learners in reading, writing and mathematics; continuing to reduce disparity in achievement is a focus for leaders and teachers.
Structured literacy approaches across the school are leading to improved engagement and positive outcomes for learners in reading and writing. Teachers’ participation in professional learning for literacy and mathematics has strengthened consistency of high-quality teaching, learning and assessment practices across the school.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics.
How well does the school curriculum respond to all learners needs? Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals.
How well does school planning and conditions support ongoing improvement? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.
How well does the school include all learners and promote their engagement and wellbeing? The school successfully promotes learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.
Student Health and Safety The school board is taking reasonable steps to ensure student health and safety.
Achievement in Years 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Attendance
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school has good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards Government reading, writing and mathematics targets and is likely to meet them by 2030.
Part B - Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Embedded school values support learner wellbeing, inclusion, self-responsibility and leadership growth.
Leaders support teachers to strengthen effective teaching practices and promote leadership development to continually grow expertise within the school.
Established systems and processes for effectively gathering and analysing learner progress and achievement data.
Leaders and teachers build and sustain trust and collaboration within the school and community.
Key priorities and actions for improvement
The agreed next steps for the school are to:
improve and sustain high levels of achievement in reading, writing and mathematics for all learners, with a particular focus on accelerated progress for those not yet meeting curriculum expectations
embed schoolwide consistency of high-quality teaching and learning and use of assessment in reading, writing and mathematics
grow learner’s confidence and capability in using strategies and tools to self-manage their learning
continue to improve regular attendance for all students, to meet Government targets.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
identify teachers’ strengths and development needs within literacy and mathematics curriculums and provide professional learning to support consistency of quality teaching and learning
review how effectively teachers use student attendance, progress and achievement data in literacy and mathematics to respond to learner needs
review practices and tools used within classrooms that support learners to self-assess their learning and set and self-monitor goals for improvement
Every six months:
review the consistency of teaching and learning within literacy and mathematics, and the impact on learners’ progress and achievement
monitor accelerated progress for learners identified as underachieving or at risk of underachieving in literacy and mathematics
assess the consistency of classroom practices that support learners to successfully self-manage and take responsibility for their own learning
monitor and report on the impact of strategies used to improve regular attendance rates for all learners
Annually:
evaluate improvements in reading, writing and mathematics outcomes for all learners; identify what is having the most impact for learners and what areas need further strengthening
analyse accelerated progress and achievement for learners at risk of not meeting curriculum expectations; confirm the most effective strategies and responsive teaching practices to support further development
assess the impact of improved learners’ self-management for learning, on learner progress and achievement outcomes; use this information to enhance practices
evaluate patterns in attendance for all learners and use this information to identify next steps to continue increasing regular rates of attendance.
Actions taken against these next steps are expected to result in:
equitable progress and achievement outcomes for all learners in reading, writing and mathematics
embedded schoolwide consistency of high-quality teaching, learning and assessment practices in literacy and mathematics
improved outcomes of confidence and achievement for learners through increased self-management of learning
improved rates of regular attendance for all learners.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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 Acting Director of Schools
28 February 2025
Education Counts
This 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).