Hostel Report
Background
The Chief Review Officer has the authority to carry out reviews (which may be general or in relation to particular matters) of the provision of a safe physical and emotional environment that supports learning for students accommodated in hostels under section 470 of the Education and Training Act 2020. This function is delegated to review officers who have the powers to enter and carry out review of hostels under section 472 of the Act.
Context
Te Kāinga Wānanga provides boarding facilities for eligible Māori and Pacific students who attend Auckland Grammar School. The hostel is licenced to accommodate up to 58 male boarders.
Te Kāinga Huarahi provides boarding facilities for eligible Māori and Pacific students who attend Epsom Girls Grammar School. The hostel is licenced to accommodate up to 32 female boarders.
The InZone Education Foundation (IEF) manages both hostels, which share the same board of trustees (the board) and management team. The aim of the hostels is to provide access to the schools detailed above and to support learners to achieve academic success.
Since the previous ERO review, there have been new appointments to the following key positions: board chair, Chief Executive Officer (CEO) and boarding manager. These positions are shared across the two hostels with the CEO and boarding manager having responsibility for day-to-day hostel management. An Ako Manager (Learning and Study Manager) has also been appointed for the beginning of 2026 to further enhance the learning provision to support student achievement.
Findings
The hostel manager and the hostel owner have attested in the Hostel Assurance Statement that they meet the requirements of the Hostel Regulations 2005.
The hostel’s whakataukī for boarders is “Me Rangatira te tu – Carry yourself like a Rangatira”. The values of Kotahitanga (unity, solidarity, common purpose), Kia Tika, Kia Pono (respect, integrity, fairness), Manaakitanga (generosity, aroha, loyalty) and Kia Māia (the responsibility to strive for excellence) are visually evident in the hostels and underpin the expectations for boarders and staff.
Boarders’ academic success is prioritised. Provisions for learning are well resourced and include specialised tutoring, supporting individuals to meet their academic goals. Boarders who met with ERO during the review stated that they appreciate the care and support that they receive to excel academically and to continue developing their areas of interest such as sport and culture. IEF management have regular contact with both secondary schools which supports strengthening student outcomes. A key next step for the hostel is to further build partnerships with whānau, strengthening reciprocal learning-centred relationships.
Hostel staff know boarders well and are responsive to their wellbeing needs. An open and supportive culture has been established. Boarders stated that they are comfortable to raise concerns with supervising staff at any time. The daily morning hui maintains tikanga and provides a good way to publicly voice concerns or suggestions. The boarding manager is readily available and is present at both hostels during the day.
Policy documentation and practices are increasingly consistent across the hostels. Since the previous review, hostel management has prioritised aligning policies and procedures, resulting in more consistent practice. This has been supported by clear leadership from the CEO and boarding manager, who continue to build staff understanding and capability to embed these approaches across the hostels. Boarders reported that they have noticed an improvement in relationships and the culture of the hostels due to more consistently applied systems and processes.
Boarding software systems are used well by hostel staff to monitor boarders’ health, leave and wellbeing. This software is used by supervisors to support seamless handovers to the staff next on duty and to communicate with whānau. A detailed handbook outlines expectations and routines for boarders, staff and whānau. New boarders and whānau participate in a comprehensive induction process before the arrival of other boarders. This process helps them to know systems, routines and the environment in a supportive way. A further step to enhance consistency across the hostels is to formalise professional learning opportunities for staff, broadening their understanding of their legal obligations. This continued focus will strengthen the cohesive culture across both hostels.
Board policy documents are available on the IEF website. Important policies are further communicated through explicit terms and conditions that are signed annually by whānau. While policies meet the requirements of the Hostel Regulations 2005, improvements to some practices are needed to address the non-compliances identified. ERO recommends that the board and management develop and implement a Child Protection Policy.
The board have documented a plan to help them address areas for improvement. A next step is to construct an annual implementation plan that supports hostel management to consistently apply regulatory requirements and to continually improve the boarding provision.
Conclusion
The InZone Education Foundation provides an opportunity for Māori and Pacific students to experience academic success whilst supported in a boarding environment that values their culture and promotes positive wellbeing.
Actions for Compliance
At the time of the on-site phase of the review ERO identified non-compliance in relation to the
extent to which it follows its policies and procedures for:
- Fit and Proper attestations: the owner needs to ensure that all those that require fit and proper attestation has been assessed by the Ministry of Education and can be evidenced.
[Reg. 11 (2) (c) Hostel Regulations 2005] - Regular lockdown and earthquake drills must be carried out.
[Reg. 48 (d) Hostel Regulations 2005] - Supervising staff must hold a current first aid certificate.
[Reg. 52 Hostel Regulations 2005] - All employees must be safety checked and have a current police vet.
[Reg. 61 (2) (d) (i) Hostel Regulations 2005; s25 Children’s Act 2014] - Non-employees that can have unsupervised contact with boarders must be the subject of a suitability check (including Police vetting).
[Reg. 61 (2) (da) (i) Hostel Regulations 2005] - Further security measures must be used to prevent unauthorised access to the premises.
[Reg. 61 (2) (f) Hostel Regulations 2005] - Annual building warrants of fitness must be obtained, displayed and supplied to the territorial authority.
[s108 Building Act 2004]
In order to address this, the board of trustees must:
- Complete Fit and Proper Person attestations for all those required.
- Carry out regular lockdown and earthquake drills.
- Ensure at least one staff member on duty is first aid trained.
- Document a risk analysis on the employment of new staff and include police vet result in this analysis.
- Ensure all employees and non-employees who have unsupervised contact with boarders have a current police vet
- Suitably secure exits to prevent unauthorised entry (and exit)
- Obtain and display a current Building Warrant of Fitness.
The hostel owner/Manager has since taken steps to address the areas of non-compliance identified above.
Since the on-site phase of the review, the hostel owner/Manager has addressed the following areas of non-compliance:
- Supervising staff must hold a current first aid certificate.
[Reg. 52 Hostel Regulations 2005] - All employees must be safety checked and have a current police vet.
[Reg. 61 (2) (d) (i) Hostel Regulations 2005; s25 Children’s Act 2014] - Non-employees that can have unsupervised contact with boarders must be the subject of a suitability check (including Police vetting).
[Reg. 61 (2) (da) (i) Hostel Regulations 2005]
Sharon Kelly
Director of Schools
17 March 2026
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home