Hataitai School

School 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  

​​Haitaitai School provides education for students in Years 1-8. The majority of students identify as New Zealand European (70%), Asian 16% and with 12 % of students who identify as Māori. The school’s vision ‘Confident, independent, highly achieving students who enjoy learning” is underpinned by the school values of “Mana (respect for self), Manaaki (respect for others) and Ako (respect for learning)”.​ 

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  

What we know about learner success 

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.  

How well are learners succeeding? ​​Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.​ What is the quality of teaching and learning? Learners benefit from ​good 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 ​rich​ opportunities to learn across the breadth and depth of the curriculum. 

There is ​a consistent​ focus on supporting learners to gain foundational 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 section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.  

Less than a third 

Less than half 

Small majority 

Large majority 

Most 

Almost all 

0 to 33%  

34 to 49% 

50 to 65% 

65 to 79% 

80 to 90% 

Over 90% 

Reading 

​​Almost all​ learners meet or exceed the expected curriculum level.  

Results are ​equitable​ for all groups of learners.  

Writing 

​​Almost all​ learners meet or exceed the expected curriculum level.  

Results are ​equitable​ for all groups of learners. 

Mathematics 

​​Almost all​ learners meet or exceed the expected curriculum level. 

Results are ​equitable​ for all groups of learners. 

Attendance 

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance 

• The large majority of learners attend school regularly.
• The school is ​approaching​ the target of 80% regular attendance.
• The school ​has a suitable plan in place​ to improve attendance.
• Regular attendance ​is not yet​ improving towards or beyond the target. 

Assessment 

This section is about how the school assesses learner progress and achievement.  

• ​​The school uses an appropriate approach and reliable practices to 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 

This section is about how well the school supports all learners to make sufficient progress.  

• The school ​has​ good quality planning to increase the rate of progress for all groups of students.
• The school ​has to some extent​ 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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 2030.​ 

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 

• ​​School leaders create a positive environment that is inclusive, values diversity and promotes wellbeing for learning. Leaders ensure professional growth opportunities for all staff.
• ​Students confidently express a strong sense of belonging and pride in their school; school values are well known and understood by students.
• ​Student achievement is consistently high with almost all students meeting or exceeding curriculum expectations in reading, writing and mathematics; teachers are implementing the revised English and Mathematics curriculums.   
• ​​The students are taught reading, writing and mathematics for one hour per day. The curriculum design provides for integrated learning opportunities with breadth and depth across learning areas. 
• ​The school board provides effective stewardship, understanding and meeting its statutory obligations and effectively manages resources.​ 

Key priorities  

The agreed next steps for the school are to: 

• Refine the identification, provision for and tracking progress of students at risk of not achieving.
• Implement changes to The New Zealand Curriculum.
• Implement teaching approaches and practices that are consistent, responsive and engaging.
• Strengthen opportunities for all students to take ownership of their learning, including setting relevant learning goals.
• strengthen evaluative capability to ensure coherence across and within schoolwide systems and processes and to enhance school-wide decision making  

Actions to bring about improvement  

Within six months: 

• leaders review systems and processes for the identification of, provision for and tracking the progress of priority students  

Every six months: 

• leaders and teachers analyse students’ attendance, progress and achievement information to inform the next steps
• teachers respond to achievement information with targeted interventions for identified groups of students
• leaders evaluate the impact of professional learning initiatives on student outcomes to inform strategic improvement goals and decision making  

Annually: 

• school leaders utilise effective internal evaluation processes to review planned improvement initiatives, strategic and annual planning
• the School Board and leaders review and report attendance, achievement and wellbeing outcomes to the community; in partnerships with whānau, students and teachers, use this information to guide decision making.  

Expected outcomes  

• Sustained equitable and excellent student achievement 
• English and Mathematics curriculums and assessment requirements are implemented consistently across the school.
• A systemic approach to planning for school improvement is in place and informed by high quality evidence and evaluation.
• Improved levels of attendance that meet or exceed the Ministry of Education’s target for regular attendance.   

Regulatory and Legislative Requirements 

This section of the report is about how the school meet regulatory and legislative requirements. 

Board Assurance with Regulatory and Legislative Requirements 

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing. 

During this review the Board has attested to meeting regulatory and legislative requirements in the following areas: 

Board Administration 

​​Yes​ 

Curriculum 

​​Yes​ 

Management of Health, Safety and Welfare 

​​Yes​ 

Personnel Management 

​​Yes​ 

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 (Acting)​ 

​​20 August 2025​