ERO

We were last reviewed in August 2018 by the Education Review Office. This review is available to read in full at the following website: www.ero.govt.nz/  and then searching for Henry Hill School. Here are some quotes from the 2018 review...

 

Key Strengths Of The School

  • The curriculum that is flexible, inclusive and increasingly responsive to diverse groups of learners
  • A purposeful environment that promotes students’ wellbeing, sense of identity, belonging and engagement in their learning
  • Increasing coherence of systems and processes at all levels that focus on improving student outcomes.

The school achieves good outcomes across most groups of students. Most students achieve at orabove expectations in reading, writing and mathematics. 

Students with more complex learning needs are well identified. Their progress is appropriately monitored against specific, personalised development plans.

The curriculum provides opportunities that support and promote students’ learning for them to experience success. The school has made significant progress in developing and articulating the Henry Hill Curriculum to be flexible, inclusive and increasingly responsive to diverse groups of
learners. This is evident through the strong focus on te ao Māori, bicultural and multicultural perspectives, digital technologies and the use of local contexts and resources. Student voice is valued.

The purposeful environment promotes students’ wellbeing, sense of identity, belonging and engagement in learning. Relationships among students and teachers are positive and respectful. Children are highly engaged in, and talk knowledgeably about, their learning. School systems are
culturally responsive. There is a deliberate approach to acknowledging the cultural identity of whānau, aiga and families.

The trustees, principal and leaders have a clear vision for, and strategies to promote, the achievement of equity and excellence across the school. There is an increasing coherence of systems and processes at board, leadership and teacher level that are focused on improving student
outcomes.

Leaders have high expectations for teaching and learning. They recognise and use the knowledge and skills of teachers to lead aspects of the curriculum. Extensive professional development is appropriately focused on introducing new methodologies and growing collaborative professional
practice.

The school responds well to Māori and other children whose learning and achievement need acceleration. The progress of individual students is well tracked and monitored.