Review 12 May 2025
LatestSchool 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.
About the School
Havelock North Intermediate, in Havelock North, Hawke’s Bay, provides education for learners in Years 7 and 8. There are 538 students on the roll and 21 percent identify as Māori. The school’s vision, Growing inspired learners-confident and capable to navigate the future, is underpinned by the school values of – Empathy: Manaakitanga, Respect: Whakaute, Responsibility: Tikanga and Resilience: Kia Kaha.
Part A: Parent Summary
Progress since December 2022 ERO report
ERO and the school worked together to evaluate how well school conditions led to strengthening learning relationships with whānau to support student achievement, enhancing teaching and learning practice to be culturally responsive to all learners and to promote and support learner wellbeing.
During the course of the evaluation, it was found the school is developing reciprocal relationships with whānau and parents.
Teachers continue to focus on the consistent use of and development of teaching strategies and practices that are culturally responsive and inclusive.
Relationships with whānau continue to strengthen, with regular opportunities for them to engage in their children’s learning.
How well placed is the school to promote educational success and wellbeing?
| How well are learners succeeding? | The school is working towards high levels of success and progress for all learners. |
| What is the quality of teaching and learning? | Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics. |
| How well does the school curriculum respond to all learners needs? | Learners have sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals. |
| How well does school planning and conditions support ongoing improvement? | School planning and conditions to support ongoing improvement to the quality of education for learners are well established. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school successfully promotes learners’ engagement, wellbeing and inclusion. |
| How well does the school partner with parents, whānau and its community for the benefit of learners? | The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions. |
| Student Health and Safety | The school board is taking reasonable steps to ensure student health and safety. |
Achievement in Years 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Writing | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Mathematics | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
Attendance
The school is approaching the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school has good quality planning to increase the rate of progress for all groups of students.
The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
An explanation of the terms used in the Parent Summary can be found here: Reporting | Education Review Office
Part B: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Leaders collaborate with the board, staff, students and community to set the school’s vision and clear direction of the school. As a team, they foster and maintain expectations for high quality teaching and equitable and excellence outcomes for all learners.
Evidence- based evaluation of teacher effectiveness and student achievement data informs decision making. Leaders are strengthening relational trust for effective cooperation and building teacher capability across the school.
Teachers create a highly cooperative and orderly learning environment. Learners are supported to engage, experiment and apply new learning.
The school has clear, structured routines and approaches in mathematics and literacy, with consistent, evidence-based teaching practices leading to improved achievement.
Learners are confident and have a strong sense of belonging and pride in their school; their wellbeing is supported through caring relationships with teachers.
Key priorities and actions for improvement
The agreed next steps for the school are to:
- continue to monitor and evaluate student attendance and adjust strategies as necessary to improve regular attendance rates
- evaluate the impact of raising teacher capability on learner progress and achievement outcomes for all students, and the ongoing effectiveness of professional development programmes
- continue to build positive relationships with the community, to further inform the school’s vision, goals, targets and priorities for improvement, including attendance and improved outcomes for all students.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
- review and report on the success of the attendance strategies and adjust accordingly
- evaluate progress and achievement data with a particular focus on the ongoing impact of professional development in raising teacher capability on student achievement outcomes
- review and report on the effectiveness of strategies to engage whānau and parents in their children’s learning
Annually:
- evaluate and report attendance, progress and achievement to the board to inform future strategic improvement priorities
- evaluate and report to the community the effectiveness of strategies and approaches to improve levels of attendance
- collaborate with all stakeholders, students, parents, whānau, staff and board, to celebrate success and identify future strategic goals.
Actions taken against these next steps are expected to result in:
- regular learner attendance that matches or exceeds the Government target
- a well-established evaluation approach that focuses on improvement to learner progress and achievement and gives priority to equity and excellence for all learners
- strengthened partnerships between whānau, the school community and the school to support learners’ attendance, progress and achievement.
Part C: Regulatory and Legislative Requirements
Provision for International Students
Background
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code.
No international students were enrolled at the time of the ERO review.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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
Director of Schools (Acting)
12 May 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home