Hōhepa School

Hōhepa School

Introduction

reviews of private schools are significantly different in process and more limited in scope and reporting than those for state and state-integrated schools, focusing as they do on the Criteria for Registration set out in clauses 2 to 6, Schedule 7 of the Education and Training Act 2020.

Clause 9, Schedule 7 of the Education and Training Act requires the Education Review Office (ERO) to review private schools and to report to the Secretary for Education on whether each school meets the criteria for registration.

More information about ERO reviews of private schools can be found on ERO’s website Private and independent schools | Education Review Office (ero.govt.nz).

The criteria for registration are that the school —

  1. has premises that are suitable, as described in clause 3, Schedule 7; and

  2. usually provides tuition for 9 or more students who are of or over the age of 5 years but are under the age of 16 years [clause 2(b), Schedule 7); and

  3. has staffing that is suitable to the age range and level of its students, the curriculum taught at the school, and the size of the school (clause 2(c), Schedule 7; and

  4. has equipment that is suitable for the curriculum being delivered or to be delivered at the school (clause 2(d) Schedule 7); and

  5. has a curriculum for teaching, learning, and assessment and makes details of the curriculum and its programme for delivery available for parents; and

  6. has suitable tuition standards, as described in clauses 2(e), (f) and 5, Schedule 7; and

  7. has managers who are fit and proper persons (as described in clause 6, Schedule 7) to be managers of a private school; and

  8. is a physically and emotionally safe place for students (clause 2(h), Schedule 7).

When an ERO report identifies an area within the criteria for registration that is not meeting the criteria at the time of the ERO review, that will be reported, the Ministry will be informed, and the Ministry will follow up the issue with the school.

ERO’s Judgement

  1. The school has premises that are suitable as described in clause 3, Schedule 7;

Meeting

  1. The school usually provides tuition for 9 or more students who are of or over the age of 5 years but are under the age of 16 years

Meeting

  1. The school has staffing that is suitable to the age range and level of its students, the curriculum taught at the school, and the size of the school

Meeting

  1. The school has equipment that is suitable for the curriculum being delivered or to be delivered at the school

Meeting

  1. The school has a curriculum for teaching, learning, and assessment and makes details of the curriculum and its programme for delivery available for parents

Meeting

  1. The school has suitable tuition standards as described in clauses 2(e), (f) and 5, Schedule 7

Meeting

  1. The school has managers who are fit and proper persons (as described in clause 6, Schedule 7)

The school’s manager(s) have attested that they are fit, and proper person(s) as described in clause 6, Schedule 7 of the Education and Training Act 2020 to be manager(s) the school.

  1. The school is a physically and emotionally safe place for students

A safe place is one in which risks to student safety are regularly assessed and evaluated with a view to eliminating, or at least reducing, harm. A safe place is one where clear policies exist and are acted upon to eliminate or minimise harm.

ERO’s judgement is based on the quality, intent and regular review of the school’s policies and procedures.

The school has regularly reviewed policies and procedures to provide for a physically and emotionally safe place for students.

Conclusion

On the basis of the information obtained during the review, ERO considers that Hōhepa School meets the criteria for registration as a private school set out in clauses 2 to 6, Schedule 7 of the Education and Training Act 2020.

Other Matters

Provision for students in the school hostel

Hōhepa School has nine separate residential houses accommodating 29 students (94% of the roll). The homes are owned by Hōhepa Services Ltd.

A residential manager oversees a team of house managers and support staff. Each house accommodates a small group of students. Careful placement considers the specific needs of individuals.

Adults work positively to create a caring home-like environment that is warm and nurturing. Daily communication between residential and school staff provides a seamless transition from home to school. Regular communication with parents and whānau is encouraged and facilitated.

Students have their own rooms with easy access to shared living and outdoor spaces. They are encouraged to contribute to the running of the house and follow their interests by engaging in a variety of community activities.

Sound systems, processes, and procedures ensure the health, safety and wellbeing needs of students is prioritised.

Shelley Booysen
Director of Schools

13 September 2023

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Hohepa School - 13/06/2016

1 Background

The Chief Review Officer has a statutory duty to report on the performance of private schools throughout New Zealand.

Section 35I of the Education Act 1989, requires the Education Review Office (ERO) to review fully registered private schools, and to report to the Ministry of Education on whether each school continues to meet the criteria for full registration.

This review report was prepared in accordance with standard procedures approved by the Chief Review Officer.

Hohepa School is a fully registered private school catering for students aged from seven to twenty one who have very special requirements for their care and education. Students come from all over New Zealand. Most parents live outside Hawke’s Bay. All students are on the Ongoing Resourcing Scheme (ORS) which funds extra support through therapy programmes and teacher aides to assist the teachers in the classroom. The Rudolf Steiner philosophy underpins the vision, values and curriculum.

At the time of this ERO review, 44 students were enrolled at the school. Of the students enrolled, 41 reside in the residential houses on the school site.

2 Criteria for Registration

The school’s manager has attested that they comply with the provisions of section 35G in respect to their being fit and proper person to manage the school.

Suitable premises and equipment

The premises and equipment are suitable.

The purpose-built facilities and spacious grounds continue to provide flexibles spaces appropriate to the increasingly complex needs of students.

Suitable equipment and resources are provided to support teachers to deliver the curriculum. Considerable developments have taken place to strengthen information technology infrastructure. The focus on students being physically active has resulted in a new playground, cycle track and solar heating for the swimming pool.

Suitable staffing and tuition standards

The school has suitable staffing. Teachers and specialists are qualified and registered.

A new appraisal system, introduced in 2015, is supportive and developmental. Extensive professional development and learning, both internal and external, ensures that staff keep up-to-date with teaching and health practices.

The school leadership structure has been reviewed and strengthened. Two team leaders for the upper and lower school, a teacher aide team leader and behaviour support position have been established. This leadership structure assists teachers to be more responsive to students' needs. The school employs its own Occupational Therapist and Speech Language Therapist.

A well planned and implemented induction process supports staff and volunteers in their work.

Clear routines and expectations support students’ sense of security. Adults are respectful and responsive and demonstrate they know students well.

Suitable curriculum

The curriculum is suitable, with appropriate guidelines for teaching, learning and assessment.

The Rudolf Steiner philosophy underpins teaching and learning. Clear links are made to The New Zealand Curriculum, key competencies and Te Whāriki - the early childhood curriculum. The recently introduced Rudolf Steiner Māori curriculum is having a positive impact on teaching. Literacy and numeracy are well planned and assessed using the Central Regional Special Schools Framework. Teachers gather student achievement data to set appropriate targets in English, numeracy and key competencies.

The school has focused on strengthening and improving communication strategies to support students' engagement in learning. There is consistency across the school and residential houses with the use of tools such as core communication boards.

Increased planning for students' transitions supports them as they move through the school, residential facilities and into the community or adult facilities. Data sharing between the school and houses has improved.

Parents are well informed about their children’s achievements, safety and wellbeing. Comprehensive information about the curriculum ensures families know and understand the school priorities for their children.

3 Other Obligations

There are good systems in place for the school’s managing body to be assured that its other statutory obligations are met.

Provision for students in the school hostel

Hohepa School has seven separate residential homes accommodating 41 students (93% of the roll). The homes are owned by Hohepa Services Ltd.

Small groups of students live in each residence. This ranges from one student to seven. Careful placement takes into account the particular needs of individuals. Adults work positively with students to create a family atmosphere that reflects their different cultures.

A hostel coordinator oversees a team of house parents and support staff who work closely with teaching staff. Multiple links with health specialists and therapists are well managed. 

The residences are subject to annual audits and quality assurance against legal requirements. Policies and procedures cover all operations and a comprehensive service manual is available.

Sound systems and processes support the care and wellbeing of students.

4 Conclusion

On the basis of the information obtained during the review, ERO considers that Hohepa School meets the criteria for registration as a private school set out in the Education Act 1989. 

Joyce Gebbie

Deputy Chief Review Officer Central

13 June 2016

About the School 

Location

Napier

Ministry of Education profile number

4109

School type

Composite (Years 1 to 13)

School roll

44

Gender composition

Male 36, Female 8

Ethnic composition

Māori

Pākehā

Other ethnic groups

8

32

4

Special Features

Private Special Residential School

Review team on site

April 2016

Date of this report

13 June 2016

Most recent ERO report(s)

Private School Review

Private School Review

Private School Review

June 2012

April 2009

September 2006

Hohepa School - 14/06/2012

Findings

On the basis of the information obtained during the review, ERO considers that Hohepa Home School (Napier) meets the criteria for registration as a private school set out in the Education Act 1989.

1 Background

The Chief Review Officer has a statutory duty to report on the performance of private schools throughout New Zealand.

Section 35I of the Education Act 1989, requires the Education Review Office (ERO) to review fully registered private schools, and to report to the Ministry of Education on whether each school continues to meet the criteria for full registration.

2 Criteria for Registration

Hohepa Home School is a fully registered, private school catering for students from 7 to 21 years, who have special requirements for their care and education. The Rudolf Steiner philosophy underpins the vision, values and curriculum. At the time of this review, 32 students aged 10 to 21 years were enrolled at the residential school from around New Zealand.

The school’s manager has attested that the school complies with the provisions of section 35G in respect to there being fit and proper persons to manage the school.

Suitable Premises and Equipment

Since the April 2009 ERO review, an attractive, purpose-built facility has been completed which integrates well with the administration block finished in 2009. Designed to last well into the future, the facility has many multi-purpose rooms. Staff are able to use spaces flexibly, and they are responsive to students’ special learning, developmental and social needs. Well designed rooms allow for group or individual work spaces, specialist and therapy rooms. Displays reflect student learning and work in progress and students can revisit their previous experiences. The facility also includes a state of the art sensory room.

Within the building, students and staff share cooked lunches in the dining room. Children can develop a sense of familiarity with rhythms and routines.

Outdoor spaces allow for learning to meet particular needs, with playground, outdoor classroom, and land-based activities. Learning is focused on the natural world and real-life contexts.

Premises and equipment have been adapted to accommodate the increasingly complex needs of some students. The school is suitably resourced to deliver the curriculum and meet these and other students' needs.

Suitable Curriculum

Rudolf Steiner philosophy underpins teaching and learning approaches and programme content. Planning also has increasing links to The New Zealand Curriculum (NZC) and Te Whāriki. NZC key competencies are incorporated into individual development plans as key capacities.

Literacy and mathematics progress is planned and assessed using the expanded framework specially developed by the Central Region Special Schools Administration Cluster (CRSSAC). Being involved with the cluster has supported curriculum leaders develop more consistency in how staff teach, assess and moderate student achievement. Targets for literacy and numeracy are set within Level 1. Goals are set for each student in relation to baseline data.

The school annual plan identifies priorities and expected outcomes for teaching and learning and student success. Social, intellectual and vocational needs are treated holistically. Some aspects of the curriculum reflect New Zealand’s bicultural heritage. Students make increasing use of Information and communication technologies (ICT) tools to extend their learning experiences.

Transitions are carefully managed, both into school and classroom, and for placements beyond schooling. Older students make good use of specially designed workbooks, practical activities and real-life experiences. Teachers identify strengths and potential in all students and plan programmes to support learning, social development and progress. Staff design individualised pathways to suit students transitioning into employment or other adult destinations. A focus on inclusion and engagement with the wider community enables many students to successfully participate in productive work after leaving school.

Families have opportunities to contribute to students' individual development plans. These plans and assessments keep families informed about progress. A school parent advisory group contributes to review of school operations and the residential homes. The prospectus and newsletters covering the term’s educational programme and events also keep parents informed about their children’s experiences.

The school has identified the need to review curriculum statements and documents. ERO agrees.

Suitable Staffing

Teacher registrations and Limited Authority to Teach (LAT) licences are kept current. A number of teachers have provisional registration or hold LATs. They are supported towards full registration. There is a comprehensive induction programme for new staff which includes training about the special character of the school. Behaviour management appropriate for some of the complex high needs of students is revisited every two years for all staff.

The performance management of staff has been reviewed and includes current professional standards for teaching. The process is based on a four stage pyramid and demonstrates a sound review cycle which includes teacher reflection and appropriately logged meetings and discussions. Teacher aides are appraised annually.

The curriculum leader is involved in professional development with teachers to upskill on curriculum changes and use of ICT. Curriculum statements have been developed for the implementation of literacy and mathematics programmes. This has been an ongoing development since the last review.

Professional learning and development (PLD) is wide ranging covering philosophy, curriculum, ICT, special education and health. A next step is to align PLD more closely to individual teacher professional needs.

Suitable Tuition

Staff demonstrate caring, responsive and respectful relationships with students. Success for individual learners is a strong focus. Teachers effectively provide multi-level learning opportunities to suit individual interests, preferences and abilities of each student. They scaffold student learning, make good use of picture enhancement communication system (PECS), signing, and make connections with prior experiences. Clear routines and expectation for behaviour focus on student engagement and learning. Staff have plans and programmes appropriate to student needs.

High staff to student ratios allow close supervision and contribute to a calm, secure atmosphere for learning.

Close links and understanding exist between teachers and teacher aides. Daily class staff meetings meetings communicate planning and effectively include teacher aides in learning activities. Teachers and teacher aides, together, play an important role catering for individual student complex learning and developmental needs. Individual Development Plans (IDPs), incorporate individual educational, therapy, and risk management plans. They provide a holistic picture of student strengths, goals, and next development steps, both for school and residential home. This connectedness supports consistent student behaviour and progress.

A well-documented, comprehensive system operates for identifying, monitoring and assessing individual student need and progress. Student assessment data from multiple sources, feeds into student profiles. Achievement and progress is reported to parents and management.

The school is now collating schoolwide data to report annually against set targets in literacy and mathematics. Teachers are increasingly using ICT to streamline the collection of data. Class-based data shows student progress against their goals. Most students are reaching their IDP goals.

Staff demonstrate through their actions and student records that they have a significant impact on the learning, development and welfare of the students. This is done through the provision of appropriate programmes, therapies, interventions and safety measures.

3 Other Statutory Obligations

There are good systems in place for the school’s managing body to be assured that its other statutory obligations are met.

4 Other Matters

Provision for students in the school hostel

Hohepa Home School has seven separate residential homes accommodating 31 students (97% of the roll). The homes are owned by the Hohepa Regional Trust Board.

Residential homes operate to meet the wide range of needs of each individual. Students access well-maintained, multi-purpose spaces both inside and outdoors. Small groups of students live in each residence and each room is set up to cater for identified special needs. Students and adults work together to create a family atmosphere.

A hostel coordinator oversees a team of house parents and support staff who work in close cooperation with teaching staff. Multiple links with health specialists and therapists are well managed.

The residences are subject to annual audits and quality assurance against legal requirements. Policies and procedures cover all operations and a comprehensive service manual is available.

5 Conclusion

On the basis of the information obtained during the review, ERO considers that Hohepa Home School meets the criteria for registration as a private school set out in the Education Act 1989.

Joyce Gebbie National Manager Review Services Central Region (Acting)

14 June 2012

About the School

Location

Napier

Ministry of Education profile number

4109

School type

Composite (Years 1 to 15)

Decile

6

School roll

32

Gender composition

Male 25, Female 7

Ethnic composition

NZ European/Pākehā

Māori

Other ethnic groups

25

4

3

Special Features

Private Special Residential School

Review team on site

April 2012

Date of this report

14 June 2012

Most recent ERO report(s)

Private School Review

Private School Review

Private School Review

April 2009

September 2006

September 2003