Harewood 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

Harewood School provides education for learners in Years 1 to 6. The roll is 174. 60% of students at the school are NZ European | Pākehā, 17% of learners identify as Māori and 14% as Asian. The school’s vision is for confident, connected learners shining brightly to achieve their aspirations. The values are mana/pride, manaakitanga/others matter, Kotahitanga/we succeed together and kaitiakitanga/we are guardians. 

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. 

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.

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 is developing a suitable plan to improve attendance.
• Regular attendance is improving towards or beyond the target.
• Chronic absence is reducing over time.

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.
• Assessment information is used well 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 set for 2030. 

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 outlines what the school is doing well and identifies actions for improvement. 

Areas of Strength

• Strong learner engagement with peers and staff fosters a sense of belonging and supports the school vision of confident, connected, and thriving learners.
• Teachers actively support learners through intentional, positive, relationship-based approaches; learner feedback is sought to enhance wellbeing and achievement.
• Leaders are refining a collaborative, cohesive school culture using coaching to ensure quality teaching and learning is strongly connected with whānau aspirations, for the benefit of all learners.
• Leaders are embedding a structured, explicit and consistent approach to the teaching of literacy and mathematics, aligned with strategic goals.
• A wide range of curriculum opportunities, linked to strategic goals and community aspirations, are collaboratively planned ensuring broad experiences for learners.
• Learners with additional needs benefit from systematic planning, assessment and resourcing; families and learners are involved in discussing programmes that support wellbeing and learning.
• Teacher inquiry into their practice is reflective, data driven and collaborative; learner progress and achievement are prioritised as a key component of ongoing school improvement. 

Key priorities 

• Strengthen the use of coaching for teachers to support the integration of structured teaching and learning strategies in literacy and mathematics aligned with curriculum requirements.
• Develop the school’s internal evaluation capability so that interventions and initiatives benefit the wellbeing and achievement of all learners.
• Increase regular attendance and sustain the reduction of chronic absence.

Actions to bring about improvement 

Within six months:

• leaders and teachers work together to implement a shared approach to the internal evaluation of learning programmes and resourcing to assist ongoing improvement in learners leading their own learning

Every six months: 

• leaders and teachers review the teaching of literacy and mathematics, check alignment with curriculum requirements and identify areas for further improvement
• leaders and the school Board review and refine strategies to increase regular attendance for learners and ensure a sustained decrease in chronic absence

Annually:

• the school Board and leaders use the shared evaluation process to check how well wellbeing and achievement programmes are working, and share results and next steps with the school community
• the School Board and leaders review attendance information to guide focused planning and allocation of resources to support and improve regular learner attendance.

Expected outcomes 

• Cohesive teaching and learning practices in literacy and mathematics, aligned with curriculum and assessment requirements.
• In-depth evaluation practice ensuring effective decision making and targeted resourcing to benefit the wellbeing, achievement and agency of all learners.
• Increased regular attendance of learners and sustained reductions in chronic absence. 

Regulatory and Legislative Requirements

This section of the report is about how the school meets 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

Actions for Compliance

The board and ERO has identified the following areas of non-compliance during the board assurance process:

• obtained a police vet for every person the board appoints or intends to appoint to a position at the school and who is to work at the school during normal school hours. 
  [Section 104 of the Education and Training Act 2020].

The Board has taken steps to address the areas of non-compliance identified.

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

10 October 2025