Central Hawkes Bay College

School Evaluation Report

Tēnā 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.

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.

About the school

Central Hawkes Bay College is a co-educational secondary school located in rural Hawkes Bay and provides education for approximately 528 students. 38% of students identify as Māori. The school values are respect, integrity, community, and excellence. 

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

Improvement and progress 

This section is about the progress the school has made since the February 2023 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school aimed to increase engagement and attendance and improve equity in learner outcomes through strengthened culturally responsive teaching practices and the development of a curriculum that values local histories and reflects the community.  

Findings

Partnerships with local iwi have contributed to the development of learning programmes that are increasingly connected and relevant to local contexts.

A sustained focus on the wellbeing of students, supported by regular wellbeing data and actions, such as improved resources for outdoor spaces, is improving engagement in school events and regular attendance.

Other findings

The greatest shift that occurred in response to the school’s actions is an improvement in literacy and mathematics achievement in Years 9 and 10 due to close tracking of student achievement over time and the implementation of appropriate interventions and supports.

What we know about learner success 

This section provides a summary of learner success, wellbeing and foundation school conditions, including any education in Rumaki/Reo Rua settings. The judgments are based on the ERO School Improvement Framework and evidence provided to ERO during the evaluation.

Less than a third 

Less than half 

Small majority 

Large majority 

Most 

Almost all 

0 to 33%

34 to 49%

50 to 64%

65 to 79%

80 to 90%

Over 90%

Learner success and wellbeing

This section provides a summary of learner success and wellbeing.

The majority of students make progress and achieve well.

• By the end of Year 10, a large majority of all students are at or above the expected curriculum level in reading and writing and a small majority in mathematics. Achievement outcomes in Year 9 and 10 are not yet equitable for all groups of learners.
• A large majority of learners achieve NCEA Level 2 and 3; a small majority of learners achieve NCEA Level 1. The school has yet to achieve equitable outcomes for boys and Māori learners.
• Regular student wellbeing surveys show that students experience positive wellbeing outcomes and see school as a secure and caring place.
• A small majority of learners attend school regularly, which is below the Government’s 80% target for regular attendance. An attendance plan is required to increase attendance.

Conditions to support learner success

This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.

Stable school leadership works collaboratively to improve outcomes for learners.

• Leaders track and monitor progress towards improvement targets and actions aligned with the school’s strategic goals to raise learner achievement.
• The leadership team works together to build staff and leadership capability to implement school improvement priorities. A sustained focus on literacy and numeracy is resulting in improved achievement.
• Leadership builds education-focused relationships with other educational and community organisations to increase opportunities for student learning and success.

Students benefit from a broad curriculum and a range of pathway options.

• Students experience a curriculum that provides a wide range of learning opportunities and focuses on strengthening foundational literacy and numeracy skills.
• Teachers use strategies to connect learning to students’ interests, abilities and aspirations in calm classroom environments that support engagement.
• Learners that need additional support are clearly identified and provided with support to help them learn and progress.

The Board, leaders and teachers are developing consistent school conditions to support improvement.

• The Central Hawkes Bay College Board is representative of the school community and uses reliable evidence to inform strategic decisions.
• Schoolwide pastoral systems and processes promote students’ wellbeing and positive, respectful relationships to improve student outcomes.
• Professional learning for teachers is aligned with strategic priorities and focused on strengthening teacher capability and lifting student achievement.

Next steps for improvement

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It identifies key priorities and actions for improvement.

Key priorities

• Improve equity in achievement and engagement outcomes, with a focus on Māori students and boys
• Embed schoolwide teaching programmes that value and build on students’ identities, languages and cultures.
• Develop a shared schoolwide understanding of effective internal evaluation to support ongoing improvement.
• Improve regular attendance to meet Government targets.

Actions to bring about improvement 

Within three months:

• leaders develop an attendance plan and closely monitor to ensure regular attendance improves

Within six months:

• leaders and teachers review progress and achievement data for Māori and boys and develop targeted strategies to lift achievement and success
• teachers participate in professional learning programmes to continue to improve capability in te reo Māori and te ao Māori
• leaders evaluate the effectiveness of the Year 11 diploma as foundation for NCEA and future pathways
• leaders and teachers review and report on the impact of attendance strategies and adjust accordingly

Annually:

• leaders and the school Board review student attendance, engagement and achievement information to evaluate the impact of the annual plan and initiatives and to inform future improvement priorities.

Expected outcomes

• Improved outcomes with increased equity for all learners, particularly for Māori learners.
• Students’ learning improves as result of effective teaching strategies that affirm students’ identities, language and culture reflected in the teaching and learning programmes.
• Consistent schoolwide evaluation of the impact of teaching programmes and annual planning priorities based on evidence, including student and community feedback, to refine ongoing improvement approaches.
• Improved levels of regular attendance meet or exceed the Government’s 80% target.

The next public report on ERO’s website will be a School Report and is due within four 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

15 December 2025