Hinuera School

The same report — the board assurance report of 3 March 2025 — 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:

consult regularly with the school's Māori community to develop and make known school policies, plans and targets for improving the progress and achievement of Māori students. [s127(1)(d) Education and Training Act 2020]

The board has not yet addressed the area of non-compliance identified.

Read this board assurance report on ero.govt.nz →

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 166 — 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. November 2011

   179

   Counted while ERO’s review team was at the school. Education Review Office, report of 18 January 2012

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 3 March 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

Hinuera School is located in a rural area south of Matamata in the Waikato region and provides education for students in Years 1 to 6. The school’s vision of Building a Strong Future is underpinned by the values of respect, resilience and responsibility.

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

Outcomes are improving for most learners.

Most students achieve at expected curriculum levels in reading, writing and mathematics.

The large majority of Māori learners achieve at the expected curriculum levels in reading, writing and mathematics; addressing disparity for Māori learners remains a priority for the board, leaders and teachers.

Students have a strong sense of wellbeing and pride in their school that results in high engagement and positive relationships.

The large majority of learners attend school regularly; the school is approaching the Government’s target for regular attendance.

Conditions to support learner success

Leadership increasingly fosters a culture committed to quality teaching, and equity and excellence in learner outcomes.

Leadership promotes relevant professional growth and development among staff that continually strengthens curriculum knowledge and teaching practices.

Leaders collaborate with the board, staff, students and community so that the school’s vision and values are visible in all aspects of school life.

The board, leaders and teachers regularly evaluate information about learner progress and achievement to inform improvement priorities.

Teaching approaches increasingly respond to students’ strengths and learning needs.

Students experience inclusive learning environments where mutual respect and trust between learners and teachers supports high participation in learning activities.

Teachers engage students in learning that purposefully builds their knowledge and skills.

Teachers and leaders collectively inquire into aspects of teaching practice to improve learner progress and achievement.

Key conditions that support student success are strengthening.

The board and leaders use evaluation processes, including community consultation and student achievement information, to inform the school’s strategic direction with a focus on continuous improvement.

Leaders and teachers continue to strengthen and refine assessment practices to provide increasingly accurate student progress and achievement information.

Learners with additional learning and behavioural needs are well supported through the school’s liaison with a range of external agencies and in-class support.

The board continues to embed systems and processes for reviewing and improving policies and procedures to effectively carry out their role and inform future decision making.

Part B: Where to next?

The agreed next steps for the school are to:

meaningfully engage with Māori whānau to develop mutually beneficial learning partnerships that support ongoing learner success

strengthen teachers’ shared understanding and use of student assessment information in literacy and mathematics to accurately inform teaching and learning

monitor initiatives to sustain and improve regular attendance for all students.

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

Within six months:

work in partnership with Māori whānau about the outcomes and aspirations whānau want for their children

Every six months:

analyse and respond to information gathered from Māori whānau to enhance learning partnerships and inform relevant changes to curriculum delivery

continue to provide staff with professional learning opportunities that strengthen their understanding and use of assessment practices and student achievement information

continue to monitor rates of student attendance to know the impact of initiatives and inform further school actions

Annually:

review and report to the board on student attendance, progress and achievement information to identify next steps

monitor and evaluate how well teachers use student assessment information to guide planning and teaching to ensure equitable and engaging opportunities for all learners.

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

teachers confident in using assessment knowledge and practices that continue to improve learner outcomes

enhanced learning partnerships between the school and Māori whānau that support ongoing Māori student progress and success

improved and sustained regular student 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

Sharon Kelly Acting Director of Schools

3 March 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 →