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 


Karaka, Auckland

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Girls 52% Boys 48%

Ethnic composition








other European











Review team on site

October 2016

Date of this report

19 December 2016

Most recent ERO report(s)

Education Review 

October 2016