Hobsonville School

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 482 — 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 2016

   613

   Counted while ERO’s review team was at the school. Education Review Office, report of 8 February 2017

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 28 May 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

Hobsonville School provides education for students in Years 1 to 8. In 2024, the school had 535 learners, with European and Pākehā making up approximately 50 percent of the roll; 13 percent of learners identified as Māori . The school’s vision of To be the BEST you can be is underpinned by the values of Whakaute | Respect, Haepapa | Responsibility, Waiaro | Attitude and Whakahī | Pride .

Progress since February 2023 ERO report

ERO and the school worked together to evaluate the impact of teachers’ responsiveness, where high expectations and relationships are fundamental to learning. Collaborative learning spaces provide an environment where students are connected, actively engaged, and motivated to achieve their best.

The school expected to see:

a learning environment where students have a sense of belonging and an understanding of themselves and others

further development of teacher efficacy with a culture of high expectations, where students have ownership over their learning and know what they need to do to improve.

During the course of the evaluation, it was found that utilising a teaching model that maximises the use of more than one teacher within a learning space enabled teachers to actively monitor all students during the course of a lesson. Students were supported to take ownership over their learning, be connected, engaged and know their next steps for improvement. This teaching model continues to create an environment where students see themselves as successful learners and are challenged and confident to make mistakes.

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 Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

Writing A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Mathematics Most learners meet or exceed the expected curriculum level. Results are 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 and/or pānui, tuhituhi and pāngarau 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

Learners have a strong sense of curiosity, belonging and pride in their school; they experience a positive and inclusive environment that supports their engagement in learning.

Leadership continually prioritises the improvement of student learning outcomes through relevant strategic planning and initiatives.

A strong schoolwide culture of collaboration supports leaders and teachers to systematically reflect on and adapt practice to improve teaching and learning.

Teachers regularly use student achievement information and evidence to inform their teaching approaches, monitoring the impact of their actions.

Leaders and teachers continue to embed structured literacy and mathematics across the school to align with the new curriculum requirements.

Well-considered staff professional development is targeted, planned and purposefully implemented for ongoing improvement of teaching and learning.

Teachers intentionally plan for all students to experience te ao Māori , giving effect to Te Tiriti o Waitangi.

Key priorities and actions for improvement

The agreed next steps for the school are to:

monitor and improve regular attendance for all groups of learners

strengthen middle leaders’ and teachers’ capacity to use student progress and achievement information to inform learning design, understanding its place within teaching practice

further integrate the new reading, writing and mathematics curriculum requirements to enhance progress and achievement for all learners, particularly in writing

consolidate the teaching of te reo Māori and te ao Māori to grow learner confidence and understanding.

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

Every six months:

review and report on regular attendance and communicate with parents and whānau the impact this has on learner outcomes

evaluate and report on learner progress outcomes in literacy and mathematics to the community to identify next steps

Annually:

evaluate the effectiveness of using student achievement information to inform learning design and use this to plan strategically

survey teachers and students to report on the use of te reo Māori and te ao Māori and feedback this information to inform next steps

monitor the integration of the new curriculum requirements for reading, writing and mathematics, ensuring teachers have access to relevant professional learning opportunities.

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

improved regular attendance for all groups of learners

enhanced student progress and achievement, with a particular focus in writing

middle leaders and teachers confidently using student progress and achievement information to inform learning design

te reo Māori and te ao Māori seen, heard and spoken across the school.

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.

At the time of this review there were three international students attending the school.

International students are very well cared for and experience numerous opportunities to develop academically and socially. They participate in a range of school activities and undertake leadership roles. Staff closely monitor international students’ progress and achievement. The school has very effective systems in place for reviewing its ongoing compliance with the Code.

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 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)

28 May 2025

Education Counts

This 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 →