Huirangi School

Education institution number:
School type:
School gender:
Not Applicable
Total roll:

Bayley Street, Huirangi

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Huirangi School - 15/06/2018

School Context

Huirangi School, located near Waitara on the outskirts of New Plymouth, has 114 students in Years 1 to 6. Of the learners enrolled, 29% identify as Māori.

Since the June 2015 ERO report, there has been substantial roll growth and a school zone introduced. Changes to the board and staff include a new principal appointment in 2018. A number of staff are employed in job share positions.

The school vision, ‘Together we will develop people who are confident, connected, actively involved and self-managing learners,’ is underpinned by the values of students being ‘Respectful, Accountable, Fair and Trustworthy (RAFT)’. Developing each child into a ‘Person of Character’ is supported by these values.

In 2017 the school developed He Puāwai, a play-based approach to teaching, in the new entrant class.

The school’s strategic goals for learning include: accelerating the progress of students whose achievement needs this; and providing enrichment for those learners who are excelling.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • achievement in reading, writing and mathematics

  • progress for those in targeted intervention programmes

  • wellbeing.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school’s achievement data indicates that the majority of students, including Māori, achieve at or above the school’s expectations in reading, writing and mathematics.

There has been ongoing disparity for boys in writing. This is decreasing over time. Reported data shows high levels of achievement for nearly all students in Year 6.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

School data over time shows that many students make accelerated progress in reading and mathematics, with almost all targeted students achieving at expectations by the end of Year 6. Some students make accelerated progress in writing.

Students with additional learning needs are identified and well supported with a range of resources appropriate to their individual needs.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

The school is a caring community of learning for students. Relationships between children and adults are warm and respectful. A strong tuakana teina buddy system encourages learners to lead and support each other.

Parents, whānau and the community are welcomed and involved in a range of school activities. They have formal and informal opportunities to discuss their children’s learning and wellbeing.

Establishing and maintaining positive relationships and liaising with local early childhood services continues to be a strength of the school. The school’s He Puāwai Curriculum that links Te Whāriki (the early childhood curriculum) with the New Zealand Curriculum supports children’s seamless transition into the school. Transitions out of the school are also well supported.

Leaders and teachers work collaboratively to promote positive outcomes for students. They are open to new ideas and engage in discussions to effectively respond to learner need.

The board actively represents and serves the school and community in its stewardship role. Trustees bring a useful range of skills and work collaboratively to promote student learning and wellbeing. They seek professional learning opportunities to further support their understanding of roles and responsibilities.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Leaders acknowledge that it is timely to review the school’s documented curriculum. This needs to provide a clear framework to support the school’s expectations of consistent practice and shared understandings. It should ensure that the local community and the bicultural nature of Aotearoa New Zealand are reflected.

Documentation to support an appropriate appraisal system is evident. Since the previous ERO review, aspects of the process have lapsed. Leaders should ensure the appraisal process:

  • is improvement focused

  • incorporates teacher inquiry

  • includes observation of teacher practice to support professional growth

  • links to Tātaiako: Cultural Competencies for Teachers of Māori Learners and outcomes for children

  • is fully implemented and regularly monitored.

Leaders have identified the need to further develop a shared understanding and use of internal evaluation to improve how they determine the effectiveness of teaching practices, learning interventions and school processes on learner outcomes. ERO’s evaluation confirms this development.

3 Board assurance on legal requirements

Before the review, the board 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
  • finance
  • 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 and certification

  • processes for appointing staff

  • stand down, suspension, expulsion and exclusion of students

  • attendance

  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • strong, positive reciprocal relationships between adults and children that promote wellbeing and support learners’ success

  • the provision of a learning environment that encourages confident student engagement

  • collaborative, collegial staff relationships that support openness to new learning.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • reviewing the school’s documented curriculum to ensure it is current, localised and reflects the bicultural aspect of Aotearoa New Zealand

  • ensuring a robust appraisal system is fully implemented and regularly monitored to support teachers’ professional growth and ongoing learning

  • building effective internal evaluation processes and practices to know the impact of initiatives in improving equity and excellence for all learners.

[ERO will provide an internal evaluation workshop for trustees and senior leaders.]

ERO’s next external evaluation process and timing

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

15 June 2018

About the school



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Male 51%, Female 49%

Ethnic composition

Māori 29%
Pākehā 65%
Pacific 2%
Other ethnic groups 4%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

May 2018

Date of this report

15 June 2018

Most recent ERO report(s)

Education Review, June 2015
Education Review, April 2011
Education Review, May 2008