13 Nimon Street , Havelock North
View on mapTēnā 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.
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.
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 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. |
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. |
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.
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.
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.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
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.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
Annually:
Actions taken against these next steps are expected to result in:
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.
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.
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:
Yes
Yes
Yes
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
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within 12 months of the Education Review Office and Havelock North Intermediate working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Havelock North Intermediate is located in Hawke’s Bay. It is a partner within the Tukituki Kāhui Ako cluster and caters for learners in years 7 to 8. The school draws its community from both urban and rural contexts.
Havelock North Intermediate’s strategic priorities for improving outcomes for learners are:
Whenua – strengthening the roots of knowledge while learning from the past to develop a strong future.
Mō ngā iwi – learn independently, together; support and value each other.
Korowai – strengthening wellbeing of a diverse community through resilience, equality and values-based learning.
You can find a copy of the school’s strategic and annual plan on Havelock North Intermediate’s website.
ERO and the school are working together to evaluate how effectively culturally responsive practice is promoting improved outcomes for all learners.
The rationale for selecting this evaluation is:
a commitment to holistic and continuous improvement for all learners
a response to academic data to ensure equitable outcomes for all, particularly Māori.
The school expects to see a high quality and culturally responsive curriculum that promotes positive learner outcomes for all.
The school can draw from the following strengths to support its goal to implement effective and culturally responsive practice:
structures that improve teaching such as collaboration and moderation in order to support achievement for learners
supportive trustees that enable targeted resourcing and opportunities to support positive learner outcomes
a refreshed school vision and profiles for both learners and teachers to guide wellbeing and learning.
Moving forward, the school will prioritise:
strengthening reciprocal and learning centred relationships families and whānau to support improved achievement
effective teaching practices that are consistent with culturally responsive and relational pedagogies to support positive learner outcomes, particularly for Māori.
the promotion and support of learner wellbeing, inclusive of te ao Māori and mātauranga Māori including broadened services for both students and whānau.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
19 December 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of December 2021, the Havelock North Intermediate, School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Havelock North Intermediate, School Board.
The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
19 December 202
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
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.
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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
19 December 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home