104 Hobsonville Road , Hobsonville, Auckland
View on mapTēnā 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.
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.
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:
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 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. |
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. |
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.
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.
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.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
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.
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.
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:
Yes
Yes
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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
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within 6 months of the Education Review Office and Hobsonville 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
Hobsonville School is in West Auckland and caters for students in Years 1 to 8. The school serves families from both urban and rural communities. The schools’ values of Whakaute (Respect), Haepapa (Responsibility), Waiaro (Attitude), and Whakahi (Pride) are encouraged within the school’s culture.
Hobsonville School’s strategic priorities for improving outcomes for learners are to:
develop a school community of culturally responsive learners who live our vision and values
deliver a balanced academic, social, and emotional curriculum that enables learners
develop teacher efficacy through collaborative inquiry.
You can find a copy of the school’s strategic and annual plan on Hobsonville School’s website.
ERO and the school are working together to evaluate the impact of teachers’ responsiveness where high expectations and relationships are fundamental to learning. The collaborative spaces provide an environment where students are connected, actively engaged, and motivated to achieve their best.
The rationale for selecting this evaluation is that teachers:
are responsive to students’ individual learning needs
continue to create learning spaces where students see themselves as successful learners.
The school expects to see:
a learning environment where students have a sense of belonging and an understanding of themselves and others
the 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.
The school can draw from the following strengths to support its goal to evaluate the impact of teachers’ responsiveness where high expectations and relationships are fundamental to learning.
an established curriculum that focuses on social, emotional learning including thinking creatively
embedded common practices with consistent approaches schoolwide
extensive ongoing teachers’ professional development to improve teaching and learning practices.
Moving forward, the school will prioritise:
the consistent delivery of effective culturally responsive teaching practice
ensuring students' prior knowledge, backgrounds, and ways of making sense of the world are used to inform teaching and learning.
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.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
17 February 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of September 2022, the Hobsonville School Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Hobsonville School Board of Trustees.
The next Board of Trustees 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
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
17 February 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
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.
Hobsonville School has attested that it complies with all aspects of the Code of Practice and has completed an annual self-review of its implementation. At the time of this review there were no international students attending the school.
International students benefit from the school’s modern learning environments, inclusive culture and wrap around pastoral care. Students are supported well to integrate into the school’s community. English language support is delivered in class which compliments the quality classroom teaching and learning programs. The students have access to a variety of activities designed to give them exposure to what it is like to be educated in a New Zealand.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
17 February 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Hobsonville Primary School is a well established Year 1 to 8 school serving an increasingly diverse community of learners. The principal, appointed since ERO's 2013 review, is supported by an effective board of trustees. Senior leaders are promoting a student-centred curriculum, based on a school-wide understanding of best practice in teaching and learning. This strategic focus is well supported by a deliberate emphasis on building leadership capability, strengthening whānau engagement, and contributing to a local Community of Learning|Kāhui Ako (CoL).
The vision and valued outcomes defined by the school for all children are based on the charter statement Tamariki i ngā rā katoa i ngā ara katoa, Every Child, Every Day, Every Way.
Equity and excellence are further highlighted by the school's mission statement "Learning to learn and learning to live", and the clearly espoused values of Respect, Responsibility, Attitude and Pride (RRAP) that support children's progress and achievement.
The school’s achievement information shows that children make very good progress from year to year. Most continue to achieve at and above the National Standards in reading, writing and mathematics. The percentage of Māori children at and above the National Standards has increased significantly since 2013, and there is now little disparity across the three areas.
The board's goal for 2016 is for 90 percent of children to achieve at or above the National Standards. School data shows positive and sustained trends in overall achievement, particularly in reading and mathematics. Fluctuations at Year 7 and 8 are possibly the result of some children enrolling at other intermediate schools at the end of Year 6.
Improved assessment and moderation practices are making teacher judgements more reliable, enabling school leaders to accurately identify priority learners. Target groups in 2016 for accelerated progress include Year 5 boys, Māori children, English language learners, and students with diverse learning needs.
Since the last ERO evaluation the school has introduced a focused approach to improving children's writing. School leaders used achievement information to identify writing as an area for school-wide development. Teachers have engaged with external facilitators to review how writing is taught and assessed. Mid-year results show positive results, with increased enjoyment, engagement and achievement, providing evidence aligned to school charter goals.
School leaders have implemented specific approaches to supporting priority learner groups. The key areas of development include:
The school responds very well to Māori children whose learning and achievement need acceleration. High expectations for Māori achievement in reading, writing and mathematics inform whole-school charter targets. The progress of each year level cohort is tracked and closely monitored. Whole-school Māori student information reported to the board at mid-year shows the majority are achieving or working towards the targets.
The school has approximately 90 Māori learners across the eight year levels. While the cohort size in some year levels is statistically too small to make useful comparisons, the overall pattern of achievement shows continued improvement in reading, writing and mathematics.
From 2013 to 2015, data indicates that the disparity between Māori children and all other children, has reduced by up to 10 percent. The school's comprehensive Māori Achievement Plan, based on goals relating to strengthening whānau consultation and culturally responsive teaching, is likely to support this continuing trend.
The board has increased resourcing for te reo and tikanga Māori. Whānau who spoke to ERO were proud of the school's approach to promoting biculturalism and to showcasing kapa haka in school and community events. School leaders have a strong belief that strengthening the language, culture and identity of Māori children is pivotal to their success as learners.
Other children whose learning and achievement need acceleration are also responded to positively. The school's close monitoring and effective data analysis, has helped to identify and respond to key groups for targeted support. New initiatives have focused on:
A variety of interventions, such as reading recovery and extra tuition before school, support individual target children. The major strategic focus however, is on building teacher capability to accelerate learning in their classrooms. School-wide professional development in writing is designed to lift the enjoyment and the pace of learning for all children, particularly those below expected levels. Teachers are noticing that children are writing with increased engagement and interest.
Learning leaders, at each year level, are monitoring children's progress and achievement. They support teachers' observational and standardised assessment practices, and check regularly to see if learning has been accelerated. The school is successfully moving some students who are below expectations toward the standard, and extending the achievement of others to above the standard.
The school's curriculum and vision for learning support positive outcomes for children very effectively. School leaders have a strong commitment to promoting equity and excellence. They view the curriculum as empowering children to be self-directed agents of learning, confident in their identity and optimistic about their future.
A strategic approach to empowering learners is explicit in the development of a consistent school-wide language of learning. In all classrooms teachers help students to identify the processes, attitudes and behaviours that guide learning success. Children are encouraged to be creative and critical thinkers, to be problem solvers and develop sustainable practices. These are significant and deliberate shifts in the school's learning environment that are being thoughtfully led.
The curriculum is centred on an inquiry approach to learning. Children are supported to move from guided to self-directed independent learning. Teachers share achievement and progress information openly in the classroom enabling children to recognise and address their learning gaps. Workshops are offered by teachers and students in response to identified goals and next steps. Further development of the Innovative Learning Environment (ILE) and digital technologies are planned to enhance these approaches to student agency.
Children are consulted about the curriculum and actively participate and contribute as leaders of learning. As school leaders continue to document and evaluate the school's curriculum design, they could further engage parents and whānau in deepening understanding of student agency. Constructing the profile of a successful Hobsonville School learner, based on the school's key learning steps and dispositions, could also support this direction.
The school is strategically led and organised. Clear goals support the focus on children's learning and wellbeing, whānau engagement and community partnerships. Senior leaders are developing useful networks with other schools and contributing to the establishment of a local CoL. They value and seek external expertise and feedback about the impact of school leadership and the quality of teaching and learning.
Inquiry and reflection at all levels is contributing to effective internal evaluation and ongoing school improvement. Community and student surveys inform decision making and resourcing. Teachers use inquiry to reflect on the effectiveness of their own practice. School leaders use consultation and reflection to identify their own and school goals. Further embedding student agency, and exploring ways to evaluate and report student achievement information are well considered next steps.
Trustees have a range of relevant skills, and usefully contribute their expertise for school governance. They are very goal and future focused and are successfully managing significant property and resource developments as the school responds to changing demographics. Trustees agree that further board training could strengthen their collective capacity for evaluating how they plan for and consider information about the school's progress and strategic development.
Leaders and teachers:
Key features of school actions that support effective teaching for equity and excellence are:
ERO is likely to carry out the next review in four-to-five years.
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.
To develop further capacity for equity and excellence, ERO recommends that school leaders and trustees continue to reflect on and prioritise information from internal and external evaluation, utilising information about trends and patterns in student achievement over time, and exploring feedback relating to learning transitions.
Graham Randell
Deputy Chief Review Officer Northern
8 February 2017
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Location |
Hobsonville, Auckland |
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Ministry of Education profile number |
1314 |
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School type |
Full Primary (Years 1 to 8) |
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School roll |
613 |
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Gender composition |
Boys 53% Girls 47% |
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Ethnic composition |
Māori Pākehā Chinese Indian Pacific South East Asian European Japanese African other |
15% 51% 7% 7% 5% 5% 2% 2% 1% 5% |
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Review team on site |
November 2016 |
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Date of this report |
8 February 2017 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
December 2013 June 2009 June 2006 |