Haeata Community Campus

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 

Haeata Community Campus is a coeducational school for learners in Years 1 to 13 in Christchurch. The school offers bilingual French education in L'Aurore alongside te reo Māori in Kōmanawa and English medium education. Additional provisions include a services academy and an onsite satellite class for Ferndale Te Ahu School.

The school’s values and strategic goals focus on providing students a barrier free safe environment in which learners from a diverse community feel included and able to achieve success at school and beyond. 

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 July 2024 ERO report. It includes an explanation of the expected improvements and findings. 

The school has focused on evaluating how well the school provides an effective and safe learning environment.

Expected Improvements and Findings 

The school expected to see: 

A greater sense of safety and hauora for all staff and students. 

Students and staff have a greater and sustained sense of safety and hauora through: 

• an effective school wide focus on understanding and enacting the school values
• intentional strategies that have enabled more effective student leadership and role modelling
• increased collaboration, clarity and support around processes to respond to behavioural situations
• collated feedback from both staff and students that clearly indicates a greater sense of calm, safety, wellbeing and purpose. 

Higher levels of student engagement and attendance is gradually improving. 

• Very low regular attendance and chronic absenteeism have recently improved as a result of deliberately targeted strategies; the school remains significantly behind the Government’s 80% attendance target.
• More students are now in class, more engaged and developing a greater understanding what it means to learn; increasing students productive learning time remains a key focus.
• Programmes and courses are better aligned to student needs and interests, and teaching and learning expectations are clearer for staff and students; growth in co-curricular participation has increased. 

A schoolwide culture of high expectations and measurable improvements in progress and achievement across the curriculum. 

• A clearly communicated, structured schoolwide focus on lifting reading, writing and mathematics levels, supported by professional development, is beginning to show positive results for some students, particularly in Years 9 and 10 and in National Certificates of Educational Achievement (NCEA) literacy and numeracy co-requisites.     
• A more structured approach to NCEA with targeted resourcing results in some gradual increases in student achievement over time.
• In the junior school, teachers and new leaders work collaboratively to implement better systems to assess, monitor and report student progress in reading, writing and mathematics. This remains a key ongoing school priority. 

Other Findings 

During the evaluation, it was found that senior students play a crucial role in fostering a school climate where all students feel valued and want to learn. There are greater number of senior students involved in leadership activities and becoming positive role models. This is having a positive impact on others in the school.

The greatest shift that has occurred in response to the school’s actions have been a significant change in the school culture. Students learn in a more settled environment with higher expectations for learning behaviours. They are beginning to take pride in the school, attend more regularly and are starting to experience success as learners. There is a sustained focus on improving students and staff sense of safety and wellbeing.

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.

Learner Success and Wellbeing 

This section provides a summary of learner success and wellbeing.

• A small majority of students in Years 1 to 10 achieve at curriculum expectation in reading, writing and mathematics; school systems continue to focus on accelerating progress and achievement, including improving equity for boys, Māori and Pacific learners.
• Senior student NCEA outcomes are beginning to show improvement particularly at Level 3; improving NCEA Level 1 including meeting literacy and numeracy requirements remains an urgent ongoing priority.
• Less than a third of students attend regularly with high levels of chronic absenteeism: this remains a crucial area for the school to continue to make progress from a very low starting point.

Conditions to support learner success

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

• Student-centred messaging with explicit higher expectations of staff, better schoolwide organisational processes and practices contribute to a more cohesive and united direction across the school.
• Leadership provides increased opportunities for staff to develop leadership skills, resulting in a greater distribution of responsibility and improved relational trust across the school.
• A focus on encouraging and supporting student leadership results in increased numbers of students willing to take on leadership roles and become role models for other students.

• The school curriculum and environment strongly reflect te ao Māori and te reo Māori use is growing and students are provided with a Rūmaki Reo pathway in Kōmanawa.
• A more rigorous approach to assessment, particularly in the junior school, is beginning to provide teachers with a better understanding of students’ progress and achievement; the use of reliable data to track, plan programmes and report progress remains an ongoing priority.
• Improved targeted staff development and professional learning groups have increased teachers’ collaborative learning; this leads to cohesive approach towards supporting learning and wellbeing.
• Students report that they appreciate a wide range of courses and opportunities including increased access to meaningful learning programmes and vocational pathways beyond school.

• The school deliberately provides a range of targeted school events and learning opportunities that promotes cross cultural involvement of all students and their whānau and families.
• The school is calmer, with fewer major behavioural incidents; there is a strong and effective focus on providing students with support for their wellbeing and learning focused behaviour.
• The pastoral care network continues to respond to a wide range of students needs that includes a focus on supporting diversity and removing barriers to increase participation in learning.
• Success is celebrated and students are encouraged and supported to be involved in a wide range of cocurricular activities. 

Rumaki/Reo Rua outcomes and condition to support learner success 

This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki/Reo Rua classroom/s within in English medium schools.

An evaluation of Haeata Community Campus Rumaki/Bilingual, Komanawa, was undertaken in April 2024 and evaluation findings are in the August 2024 school’s profile report published on ERO’s website. 

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

• develop high quality teacher practice to consistently deliver a responsive, and tailored curriculum for wide range of diverse abilities and needs of the students
• develop partnerships with whānau to better support all learners through shared aspirations for success
• further embed pastoral systems to ensure they are responsive and targeted to support learners
• strengthen the school’s self-review processes to guide ongoing school improvement; a strategic planning approach is required to further improve regular attendance and chronic absenteeism.

Actions to bring about improvement

Within three months:

• establish a stepped plan for improving the quality of teaching across the school
• develop an evaluation plan to assess the effectiveness of the pastoral systems including supports for improving attendance through targeted planning
• develop a plan to improve data literacy and use, especially in the junior school
• ascertain what is working and what isn’t in terms of community engagement, especially whānau, including gaining an understanding about barriers to school attendance

Every six months:

• review progress of plan to improve the quality of teaching and its impact on learning
• begin a formal evaluation of the school’s pastoral system including a focus on how attendance is being improved through closer monitoring and use of targeted strategies and actions
• review staff data literacy to support accelerated progress from targeted teaching approaches
• develop and implement a community engagement strategy which includes clear timeframes, outcomes and evaluation of progress and next steps

Annually:

• evaluate the effectiveness of teaching cross the school in relation to accelerating progress and achievement in literacy and mathematics and senior students’ success in NCEA
• using evaluation outcomes adjust pastoral system and attendance strategies where necessary
• evaluate staff data literacy and plan targeted staff support where it is necessary
• evaluate the effectiveness of the community engagement strategy including improving regular attendance levels to support improved outcomes.

Expected outcomes

• improved student attendance, engagement, wellbeing and learner outcomes for Years 1 to 13
• more effective use of data to enable targeted teaching and learning support programmes
• greater whānau engagement in the school to support their children’s learning and success
• sustained increased regular attendance and engagement in learning.

Recommendation to the Ministry of Education

ERO recommends that the Ministry of Education provide tailored support for:

• attendance planning and actions to further improve regular attendance and reducing chronic attendance
• teacher use of assessment data to target teaching to accelerate the literacy and mathematics progress of learners in Years 1 to 10, including strengthening targeted learning support provisions for students including NCEA learners
• community engagement to support learning partnerships, strategic planning and ongoing curriculum developments to improve student outcomes.

The next public report on ERO’s website will be a School Evaluation 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

28 November 2025