Hope School
Contributing · State
- Year levels
- 1–6
- Total roll
- 87
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 316 Paton Road, Hope
- Territorial authority
- Tasman District
- Phone
- 03-5448427
- office@hope.school.nz
- Website
- http://www.hope.school.nz
- Directions
- Get directions
Other schools nearby: schools in Tasman
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.
- Getting there
- The school bus services children living in the Aniseed Valley. The bus arrives at Hope School at approximately 8:20 am and departs to take children home again at approximately 3:40 pm Monday - Friday.
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.
- International students
- Accepted, as stated
International students are entitled to apply to enroll at Hope School if they are aged between 5 and 11 years.
- Accepted, as stated
- Voluntary donation
- $125 per child for the year
The Parent Contribution which is set by the BOT at the beginning of each year and then invoiced to families in March/April is $125 per child for the year.
- $125 per child for the year
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
- swimming
As part of the curriculum programme children occasionally compete with other local schools in a variety of sporting events including swimming, athletics, cross country and kiwi sports.
- athletics
As part of the curriculum programme children occasionally compete with other local schools in a variety of sporting events including swimming, athletics, cross country and kiwi sports.
- cross country
As part of the curriculum programme children occasionally compete with other local schools in a variety of sporting events including swimming, athletics, cross country and kiwi sports.
- kiwi sports
As part of the curriculum programme children occasionally compete with other local schools in a variety of sporting events including swimming, athletics, cross country and kiwi sports.
- swimming
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 86
- Māori
- 6
- Pacific
- 1
- Asian
- 5
- MELAA
- 2
- Other
- 2
- 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 | 3 | 0 | 0 | 0 | 0 | 16 | 0 | 16 |
| Year 02 | 2 | 0 | 1 | 1 | 0 | 16 | 0 | 16 |
| Year 03 | 2 | 0 | 1 | 1 | 0 | 15 | 0 | 16 |
| Year 04 | 0 | 1 | 0 | 2 | 0 | 9 | 0 | 10 |
| Year 05 | 0 | 0 | 2 | 0 | 0 | 15 | 0 | 15 |
| Year 06 | 2 | 0 | 2 | 0 | 0 | 13 | 0 | 14 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 9 | 1 | 6 | 4 | 0 | 85 | 0 | 88 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 0 | 0 | 0 | 13 | 0 | 13 |
| Age 06 | 3 | 0 | 1 | 1 | 0 | 16 | 0 | 16 |
| Age 07 | 2 | 0 | 1 | 1 | 0 | 15 | 0 | 16 |
| Age 08 | 0 | 1 | 0 | 2 | 0 | 12 | 0 | 13 |
| Age 09 | 0 | 0 | 2 | 0 | 0 | 14 | 0 | 14 |
| Age 10 | 2 | 0 | 2 | 0 | 0 | 12 | 0 | 13 |
| Age 11 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Total | 9 | 1 | 6 | 4 | 0 | 85 | 0 | 88 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
29.3%
| Hope School | 29.3% |
|---|---|
| Tasman Region | 33% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 62.7% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 30.8% |
| Total | 29.3% |
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
0%
| Hope School | 0% |
|---|---|
| Tasman Region | 3.2% |
| 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%
| Hope School | 0% |
|---|---|
| Tasman Region | 2.1% |
| 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)
- 429
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 16 November 1858
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
- 4
- Last reviewed
- 17 February 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (17 August 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 17 August 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 17 February 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for learners in Years 1 to 6
- Years 1 to 6
What ERO wrote in its latest report
This is ERO’s report of 17 February 2026 — “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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the School
Hope School provides education for learners in Years 1 to 6. The school has a roll of 92 learners, with 95% identifying as Pākēhā /New Zealand European, 8% as Māori and 8% of Asian descent. The school’s motto is ‘ A positive attitude is everything’ and its values are Manaakitanga - Caring, Ako - Learning, Ngākau whakaute - Respect, and Auahatanga – Creativity ( MANA ).
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
Improvement and progress
This section is about the progress the school has made since the August 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school evaluated on how effectively it uses the localised curriculum, including STEM (Science, Technology, Engineering and Mathematics) learning and mātauranga Māori, to enhance student engagement and achievement.
Findings
The localised curriculum continues to strengthen engagement among learners and their families. The school has deepened its use of Ngā Kawatau Tau Tai o Te Tauihu education plan and integrated mātauranga Māori and STEM learning through partnerships with local providers and the wider school community. These initiatives include the implementation of the school’s Mātai Taiao programme, which provides inquiry-based environmental learning to further support learner engagement and achievement.
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
How well are learners succeeding? The school is working towards high levels of success and progress for all learners.
What is the quality of teaching and learning? The school is improving teaching and learning.
How well does the school curriculum respond to all learners needs? Learners have sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain skills in foundational skills in l iteracy and mathematics. Learners with complex needs are well supported to achieve their education goals.
How well does school planning and conditions support ongoing improvement? The school is establishing planning and conditions that support improvements in the quality of education for learners.
How well does the school include all learners and promote their engagement and wellbeing? The school reasonably 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 is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use 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 1 to 6
This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The small majority of learners attend school regularly.
The school is behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing their use of assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how well the school supports all learners to make sufficient progress.
The school is developing good quality planning to increase the rate of progress for all groups of students.
The school has not improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has not extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of strength
The school promotes an inclusive culture where diversity is accepted, and learners feel valued and respected.
Leadership place learners at the centre of decision-making, with strategic planning focused on equity, excellence, and continuous improvement.
The Mātai Taiao programme effectively engages learners in authentic, meaningful learning experiences connected to their interests and the local environment.
The school actively connects with families and the wider community to strengthen learning pathways and enhance student success.
Strong classroom management and clear routines support the effective delivery of structured mathematics and literacy programmes.
Key priorities
Strengthen assessment, reporting and data literacy across the school to align with curriculum changes.
Raise achievement and reduce disparity by focusing on target learners and improving writing outcomes.
Evaluate curriculum planning and programme impact to ensure coherence across all teaching programmes.
Increase regular attendance and reduce chronic absence to meet government targets.
Actions to bring about improvement
Within three months:
leaders and teachers use end-of-year data to identify target learners and implement a system for monitoring initiatives and progress
leaders and teachers develop an overview of the Mātai Taiao programme, showing curriculum alignment, key learning outcomes, and a framework for tracking and monitoring impact
Every six months:
teachers and leaders analyse progress and achievement data, adapt strategies and professional support as needed, and report to the Board
leaders review and refine assessment practices and ensure curriculum coherence across the school
leaders monitor attendance trends and implement strategies to improve attendance
Annually:
teachers and leaders complete a full analysis of end-of-year achievement and progress data, evaluate the impact of initiatives on target learners, and set priorities for the following year
leaders review curriculum planning and programme coherence across all learning areas, including the effectiveness of the Mātai Taiao programme, and report findings to the Board
leaders and teachers evaluate assessment practices and reporting systems to ensure alignment with curriculum changes and make necessary refinements
leaders review attendance data against government targets, evaluate the effectiveness of attendance strategies with community input, and develop an updated plan for improvement.
Expected outcomes
Improved progress, achievement and reduced disparity for all learners.
Strengthened evaluative capability across the school.
Cohesive connected learning programmes supported by clear processes and monitoring for target learners.
Increased regular attendance and reduced chronic absence that meets or exceeds government targets.
Regulatory and legislative requirements
This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.
Board assurance with regulatory and legislative requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:
Board administration
Yes
Curriculum
Yes
Management of health, safety and welfare
Yes
Personnel management
Yes
Actions for compliance
ERO has identified the following areas of non-compliance during the board assurance process:
workforce safety checking prior to commencing employment [sections 25, 26 and 27 of the Children’s Act 2014]
police vetting completed and considered at least every three years for non-teaching staff [section 104 and schedule 4, Education and Training Act 2020]
all students are entitled to attend school full-time unless there is a reduced attendance plan approved by the Ministry of Education. [section 33 and 34 Education and Training Act 2020]
The Hope School Board has since addressed the areas of non-compliance identified.
Provision for international students
This section is about the quality of the provision of education for international students enrolled at the school.
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.
No international students were enrolled at the time of the ERO review.
The next public report on ERO’s website will be a School Report and is due within four 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
17 February 2026
Read the full report on ero.govt.nz →
All 4 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).