636 Hinuera Road , Hinuera
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.
Hinuera School is located in a rural area south of Matamata in the Waikato region and provides education for students in Years 1 to 6. The school’s vision of Building a Strong Future is underpinned by the values of respect, resilience and responsibility.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
The following findings are to inform the school’s future priorities for improvement.
| Outcomes are improving for most learners. |
| Leadership increasingly fosters a culture committed to quality teaching, and equity and excellence in learner outcomes. |
| Teaching approaches increasingly respond to students’ strengths and learning needs. |
| Key conditions that support student success are strengthening. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
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 Evaluation 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
Acting Director of Schools
3 March 2025
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of October 2024, the Hinuera School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
ERO and the board have identified the following area of non-compliance during the board assurance process:
The board has not yet addressed the area of non-compliance identified.
For further information please contact Hinuera School, 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.
Sharon Kelly
Acting Director of Schools
3 March 2025
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Hinuera School, located in a rural district near Matamata, caters for students in Years 1 to 6. There are currently 179 students attending the school, 14 of whom identify as Māori. The roll has increased over the last three years and, as a result, new classrooms have been added.
The school’s vision and values of Respect, Resilience and Responsibility underpin strategic direction, school systems and classroom programmes. These values are represented on the recently unveiled koru design sculpture prominently located at the entrance to the school. Students, staff, parents and community demonstrate a strong sense of pride in and ownership of their school.
Members of the board of trustees are committed to providing high-quality professional development to assist teachers to provide quality learning outcomes for students. Staff are involved in planned, ongoing professional learning and development (PLD), with a major emphasis on quality teaching practice using information and communication technologies (ICT). Hinuera is the lead school for the local ICT professional development cluster.
School leaders have selected and use an appropriate range of assessment tools to monitor student progress and achievement. The information gathered is used at classroom and syndicate level to inform programme planning. It is also used school wide to identify trends and patterns, and set achievement targets against National Standards in reading and writing.
Students identified as being at risk of not achieving are supported by targeted programmes with data showing that they subsequently make accelerated progress.
Senior leaders report that student achievement information for 2010 and 2011 shows that most students, including Māori, are making expected progress in relation to the school’s targets and national expectations in mathematics, reading and writing.
Staff have acknowledged the need to continue the development of moderation processes for overall teacher judgments in relation to National Standards. It is also a priority to refine plain language reporting to parents so it more clearly shows students progress against the relevant National Standard.
The number of students identifying as Māori has increased this year. Māori language, including signage, and tikanga have an increasing presence in full school protocol and practice. Board and staff have considered the intent of the Ministry of Education’s Māori education strategy Ka Hikitia, and are beginning to establish links with local iwi.
Teachers are planning programmes that use and promote the use of te reo Māori and have identified that important next steps are to introduce a sequential school-wide programme for te reo Māori, and keep increasing the presence and use of relevant Māori perspectives and contexts in planning at classroom level.
The school’s curriculum, the Hinni Highway, effectively supports and promotes student engagement, learning and achievement. While still in draft form, this important document was developed incorporating the aspirations of the community, needs of the students, the unique character of the school and The New Zealand Curriculum.
The comprehensive curriculum provides clear guidelines for learning progressions and teachers' planning and assessment. It outlines the school’s high expectations for student learning and behaviour. The importance of e-learning and the effective use of ICT and the Brick Wall inquiry format model are strongly evident. A feature of this curriculum is the inclusion of a range of teaching strategies designed to encourage students to become independent learners.
ERO observed high-quality teaching school wide. Positive and affirming relationships, stimulating learning environments and the effective use of data to differentiate planning and lesson delivery all promote settled class environments where students are engaged and enjoying their learning.
The school is very well placed to sustain and improve its performance. Factors contributing to this include:
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
Not applicable.
ERO is likely to carry out the next review in four-to-five years.
Makere Smith
National Manager Review Services Northern Region
18 January 2012
|
Location |
Matamata |
|
|
Ministry of Education profile number |
1741 |
|
|
School type |
Contributing (Years 1 to 6) |
|
|
School roll |
179 |
|
|
Gender composition |
Girls 52% Boys 48% |
|
|
Ethnic composition |
NZ European/Pākehā Other NZ Māori |
83% 9% 8% |
|
Review team on site |
November 2011 |
|
|
Date of this report |
18 January 2012 |
|
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
March 2009 November 2005 July 2002 |