Hingaia Peninsula School

Hingaia Peninsula School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 24 months of the Education Review Office and Hingaia Peninsula School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Hingaia Peninsula School is a culturally diverse primary school catering for students in Years 1 to 8 in Karaka, Auckland. The modern learning environment school has a building programme underway to accommodate rapid roll growth in the surrounding area. A new Principal was appointed in 2021.

Hingaia Peninsula School’s strategic priorities for improving outcomes for learners are:

  • an actively engaged learning community

  • a future focussed curriculum that enables personal pathways and empowered learners.

You can find a copy of the school’s strategic and annual plan on Hingaia Peninsula School’s website.

ERO and the school are working together to evaluate how effectively the school’s pedagogical leadership structure impacts equitable and excellent learning outcomes for all.

The rationale for selecting this evaluation is:

  • ensuring all students are getting the best learning opportunities

  • ensuring the new leadership structure is effective and leading to improved outcomes for all learners

  • building a sustainable leadership model and pedagogical capabilities as the school continues to grow.

The school expects to see:

  • consistency of pedagogical practice across all learning studios, whilst allowing teachers the freedom to design responsive learning that engages and excites learners

  • leaders and teachers using formative practice to improve learning outcomes for all learners.

Strengths

The school can draw from the following strengths to support the school in its goal to ensure the school’s pedagogical leadership structure impacts equitable and excellent learning outcomes for all.

  • Leadership that actively promotes the wellbeing of learners and staff and strong commitment to equitable and excellent learning outcomes for all students.

  • Strengthened literacy and numeracy programmes to ensure all students can access the broader curriculum.

  • Teaching is characterised by respect and inclusion resulting in learners being well engaged in their learning.

  • Indoor and outdoor learning environments that support the delivery of the local curriculum.

Where to next?

Moving forward, the school will prioritise:

  • embedding and sustaining an effective leadership and pedagogical practice as the school continues to grow

  • supporting students to identify their own learning needs and use assessment skills to evaluate their own work.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Shelley Booysen
Director of Schools

31 July 2023 

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

Hingaia Peninsula School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of September 2022, the Hingaia Peninsula School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Hingaia Peninsula School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

31 July 2023 

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

Hingaia Peninsula School - 19/12/2016

1 Context

Hingaia Peninsula School is located near a new housing development in Karaka, Auckland. It caters for children from Years 1 to 8. Children come from culturally diverse backgrounds. Seven percent of the school's roll identify as Māori and there is a small number of children with Pacific heritage. New and experienced board members reflect the diverse make-up of the school community.

Since the 2013 ERO review there has been a significant increase in the school's roll. This is a result of ongoing housing development in the area. The board has considered how to manage further expected roll growth. As part of this, a new senior leadership team was formed in 2016 to cater for the expected future growth of the school.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are reflected in the school's motto Tikaranga (weaving the right path). The school vision is that children are confident in their language, culture and identity and become "Inspired learners collaboratively creating sustainable futures". The aim is to achieve this through creating personalised learning opportunities for all children to succeed. This also aligns to the school logo which represents a "basket of knowledge woven as all learn together through collaboration and creativity and with agile minds."

School leaders collaboratively develop and pursue the school's vision, goals and plans for equity and excellence.

The school’s achievement information shows that over the last three years approximately 80% of all children achieve at and above the National Standards for reading and mathematics. More than 75% are at and above the National Standards for writing. Achievement information also shows that there has been disparity between boys and girls in writing over the last three years. Senior leaders report that students who are currently achieving below the standards are making progress and some are making accelerated progress.

Achievement information has been used appropriately to prioritise and inform literacy and assessment professional development for teachers. The school has good internal systems and processes for moderating teachers' assessment in relation to the National Standards. Leaders and teachers are continuing to expand and develop the school's external moderation process.

Students have effective and equitable opportunities to learn. The Special Education Needs Coordinator (SENCO) and the English Speakers of Other Languages (ESOL) coordinator work successfully to ensure that there are good learning opportunities and levels of support for all children.

Since the last ERO evaluation the school has:

  • developed a more responsive curriculum to meet the needs of all learners
  • developed systems to identify, track and monitor priority learners who need to make accelerated progress in reading, writing and mathematics
  • reviewed and refined leadership across the school with a focus on improving outcomes for all learners.

3 Accelerating achievement

How effectively does this school respond to children whose learning and achievement need acceleration?

The school is effective in responding to children whose learning and achievement need acceleration.

As the school continues to move forward, it is timely for leaders and teachers to build on their collaborative practices that focus on positive outcomes for all children. Leaders and teachers are well positioned to develop and implement further strategies to accelerate the progress of students at risk of not achieving.

Teachers use a 'Spiral of Inquiry' process appropriately to focus on priority learners. This process includes the analysis of achievement and other data and teacher reflections and observations to identify, track and effectively monitor the progress of priority learners. Many priority learners have made good progress and a small numbers are making accelerated progress. Teachers successfully use these inquiries to adapt their practice and develop children's learning-to-learn capabilities.

Children participate and learn in settled environments that are conducive to learning and promote their sense of owning their own learning. In classrooms there is a strong sense of caring, collaborative learning communities characterised by high degrees of mutual respect between peers and teachers. High levels of student engagement are evident.

The board has a learner focus with a commitment to equity and excellence. Trustees receive good information from school leaders to make resourcing decisions. The board makes good use of external resources to provide a framework for reflecting on its stewardship role.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

The school's curriculum and other organisational processes and practices are effective in developing and enacting the school's vision, values, goals and targets for equity and excellence.

The school's motto of Tikaranga (weaving the right way) guides the student-led curriculum and promotes meaningful partnerships with the community. The principal leads the school's curriculum direction. The introduction of the International Baccalaureate (IB) Primary Years Programme (PYP) is a well-considered and well-paced process. The PYP and The New Zealand Curriculum (NZC) are carefully aligned throughout the programme. This is providing teachers, children and parents with a common language of learning. Students are confident and articulate to talk about their learning. They have good opportunities to build on their interests and take leadership roles.

Learning programmes include a focus on children's wellbeing and their relationships with others. Leaders and teachers have taken steps necessary to provide a safe and inclusive environment. Systems and processes are in place to provide appropriate support for all learners.

There is a strong focus on the individual learner. Senior leaders and teachers know learners well. They continue to develop opportunities for parent and whānau to be involved in their children's learning. There are effective and multi-layered systems for reporting and sharing children's progress and achievement with parents and whānau. Students are actively involved in these.

An openness to new learning and future possibilities is a feature of Hingaia Peninsula School. Regular review of PYP and NZC ensures effective delivery of the curriculum. The professional and collaborative senior leadership team is future-focused. Together they promote professional development to enhance leadership and teaching capability through the school. Clear processes guide the internal evaluation of all school systems.

Board and staff have been involved in ongoing professional development to support bicultural practice. A firm commitment to the Principles of Te Tiriti o Waitangi is enabling Māori students to realise their potential. Māori contexts are evident in the programmes and environment.

5 Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for these children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children.

School leaders and ERO have identified priorities for further development. These include continuing to:

  • enact and build on the school's bicultural plans and direction
  • deepen the analysis of student achievement information to guide strategies for acceleration
  • build on the collaborative practices and strategies that accelerate the progress of students at risk of not achieving
  • build on the unique learning environment and opportunities for Year 7 and 8 emerging adolescents.

ERO is likely to carry out the next review in three years.

6 Board assurance on legal requirements

Before the review the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration

  • processes for appointing staff

  • stand down, suspensions, expulsions and exclusions

  • attendance

  • compliance with the provisions of the Vulnerable Children Act 2014.

7 Recommendation

ERO recommends that the school continues to make good use of external and internal evaluation for ongoing improvement and to further accelerate the progress of priority learners in reading, writing and mathematics. 

Graham Randell

Deputy Chief Review Officer Northern

19 December 2016

About the school 

Location

Karaka, Auckland

Ministry of Education profile number

588

School type

Full Primary (Years 1 to 8)

School roll

225

Gender composition

Girls 52% Boys 48%

Ethnic composition

Māori

Pākehā

Indian

Chinese

Australian

Korean

Samoan

other European

other

7%

44%

22%

11%

3%

2%

2%

3%

6%

Review team on site

October 2016

Date of this report

19 December 2016

Most recent ERO report(s)

Education Review 

October 2016

 

Hingaia Peninsula School - 31/10/2013

1 Context

What are the important features of this school that have an impact on student learning?

Hingaia Peninsula School opened in February 2012. It is located in the newly developing area of Karaka, Auckland, and provides education for students from Years 1 to 8. The roll has now increased to over 90 students. This is the first Education Review report for the school.

The school’s establishment board managed the first phase of school development effectively. Elected trustees are continuing to build on this good work. Student-centred decision making is evident at all levels of the school. The board and school leaders are aware of the need to manage ongoing change and prepare for future growth.

The environment is designed to complement the school’s vision and to promote teaching and learning approaches that focus on inquiry and collaboration. There are currently two learning studios operating, one catering for students from Years 1 to 3 and one for students from Years 4 to 8. Within each learning studio, students belong to a whānau group with an identified teacher who oversees their academic, pastoral and social needs. Students learn in various flexible groups based on ability, interests or age.

Students are positive about the school and learning programmes. They enjoy the opportunities for choice and ownership of their learning.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school uses achievement information very well to make positive changes to learners’ engagement, progress and achievement.

Senior leaders make good use of student achievement information to plan strategically, including school goal setting and making decisions about teacher professional learning and development. They also use achievement information to identify and monitor the progress and achievement of priority groups of learners. Māori students achieve at levels similar to other students. There are no Pacific students at the school.

In 2012, initial data showed school leaders that an unexpectedly high number of students were not yet achieving at the expected standard. The targeted programmes that they then put in place have resulted in significantly accelerated progress for individuals and groups of students. School achievement information shows that the majority of students are now achieving at or above National Standard in reading, writing and mathematics.

Teachers use student achievement data to plan classroom programmes and to identify next learning steps for each student. Effective moderation processes enhance the reliability of assessments across the school.

Students are very well engaged in their learning. They are actively involved in making decisions about their learning. They are able to talk about the purpose of their learning and to see the relevance of their learning to their everyday lives. Teachers support students well to set realistic goals and to understand ways in which they can make progress.

Students’ progress and achievement is recorded in student learning profiles, which form the basis for quarterly home/school conferences. Written reports to parents provide good information about how well students are achieving and progressing in relation to the National Standards. Senior leaders are currently seeking parent feedback about the clarity and relevance of information in their written reports.

The school places a strong emphasis on individual achievement information. School leaders are aware that the lack of historical achievement data currently limits the extent of analysis. They have established effective systems that will enable them to track and analyse the progress and achievement of groups of students over their years at the school. They are aware of the importance of this information to inform school goals and targets, and to monitor the impact of programme decisions.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum very effectively promotes and supports student learning.

The school’s vision underpins the curriculum, and is clearly reflected in learning programmes and interactions. Students’ interests and capabilities are well supported through a wide range of opportunities for them to explore their individual potential. The school’s inquiry approach builds on students’ natural curiosity and provides personalised learning experiences.

An explicit focus on values and social competencies supports students to understand how collaboration helps individual as well as group learning. They can see possibilities of how their learning can make a positive difference to the world they live in and to their interactions with others.

In a culture based on mutual respect and valuing individuality, students are able to make appropriate choices about their learning. Responsive planning provides students with meaningful learning opportunities. Students develop deep levels of understanding by reflecting on what they are learning. Teachers give enough time for students to complete work to their satisfaction. This good practice supports students’ sense of worth and accomplishment.

School leaders have paid considerable attention to understanding and fully implementing The New Zealand Curriculum. The values, principles and key competencies of The New Zealand Curriculum are embedded in learning programmes. Suitable priority is given to literacy and mathematics programmes to provide the foundations for successful learning. Students use Information and Communication Technologies (ICT) in purposeful ways to support their learning.

How effectively does the school promote educational success for Māori, as Māori?

The school is well positioned to promote educational success for Māori, as Māori.

Consultation with community, including local iwi, during the school’s establishment phase provided the school with a sense of place and identity. This is clearly reflected in the school’s motto, vision and guiding principles. School programmes and environment reflect Aotearoa New Zealand’s bicultural heritage and provide opportunities for students to explore their culture and identity. This contributes to Māori students developing a sense of belonging to the school and opportunities for whānau to be involved and consulted informally.

The board is considering ways in which they can build on this good foundation of culturally responsive practices. ERO and the board agree that this could include further opportunities for all children to extend their use of te reo Māori in the context of their learning, and more consultation with whānau of Māori students.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to sustain and improve its performance.

The school’s vision provides a strong guiding foundation for the school. The key principles of inquiry, collaboration and sustainable futures are evident in many ways throughout school programmes, environment and interactions.

The principal provides effective leadership guided by the school’s vision. Her leadership style has supported staff, students and parents to understand this vision. School decision making and direction is clearly based on information about student learning. Clear and coherent systems and documentation support school operations and the implementation of the teaching philosophy. School leaders seek advice and professional learning in their leadership roles. Well considered external professional development is tailored to meet identified staff needs. Teachers have opportunities to develop collaborative teaching practices and leadership capability.

There has been a successful transition from the school’s establishment board to an elected board. Effective induction and training for trustees and useful school documentation has guided the transition process. Trustees make good use of external advice. New trustees are increasing their understanding of their governance role. They have managed some complex personnel matters effectively. The board is committed to ongoing training, and has established a timeframe to maintain continuity and so sustain the original vision.

School leaders and trustees regularly review their practices in many areas of operation to ensure overall coherence. They have high expectations for student outcomes and use self review for continuous improvement.

The board values communication with parents and the wider school community. Trustees have a good understanding of the context of a new school. They support the principal and teachers in promoting the school’s identity and philosophy in the community. A culture of making collaboration and inquiry sustainable at all levels provides a sound foundation that will serve the school and its community well as they grow.

The board and principal recognise that the school is now moving into a new phase of development. They are considering ways in which their strong understanding and use of self review can more strategically inform future direction. They are committed to exploring ways to include more parent and community voice in self review to inform strategic planning and curriculum design.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in three years.

Dale Bailey

National Manager Review Services

Northern Region

31 October 2013

About the School

Location

Karaka, Auckland

Ministry of Education profile number

588

School type

Full Primary (Years 1 to 8)

School roll

94

Gender composition

Boys 49

Girls 45

Ethnic composition

NZ European/Pākehā

Māori

Indian

Chinese

Other European

Other Asian

Other

58

4

11

6

6

5

4

Review team on site

September 2013

Date of this report

31 October 2013

Most recent ERO report(s)

No previous ERO reports