Haast School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 9
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Jacksons Bay Road, Hannah's Clearing, Haast
- Territorial authority
- Westland District
- Phone
- 03-7500853
- principal@haast.school.nz
- Website
- http://www.haast.school.nz/
- Directions
- Get directions
Other schools nearby: schools in West Coast
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 8
- Māori
- 4
- Pacific
- 0
- Asian
- 0
- MELAA
- 0
- Other
- 0
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Year 02 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 04 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 05 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Year 07 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Year 08 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 4 | 0 | 0 | 0 | 0 | 5 | 0 | 9 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Age 06 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 08 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 09 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Age 11 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Age 12 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 4 | 0 | 0 | 0 | 0 | 5 | 0 | 9 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Haast School | 0% |
|---|---|
| West Coast Region | 76.2% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Haast School | 0% |
|---|---|
| West Coast Region | 4.5% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Haast School | 0% |
|---|---|
| West Coast Region | 2% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 471
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1950
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 4
- Last reviewed
- 27 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (13 November 2023)
A board assurance statement is the board’s own account of whether it took all reasonable steps to meet its legal obligations, on the date shown. It is not ERO’s finding. ERO reports separately, in the same report, on any non-compliance it identified during that process.
The board assurance report of 13 November 2023 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
What this report states about the school
As stated in ERO’s report of 27 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
Haast School is a Years 1 to 8 school
- Years 1 to 8
The roll ERO recorded, and when
ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 9 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.
March 2019
10
Counted while ERO’s review team was at the school. Education Review Office, report of 4 June 2019
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 27 May 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
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.
About the School
Haast School is a Years 1 to 8 school situated on the edge of a world heritage site. The school’s current roll is 9, with 45% Māori and 55% European | Pākehā learners. The school draws its learners from Haast township and the surrounding district. It has a strong community focus and uses its unique natural environment to enhance learning.
Progress since the November 2023 ERO report
ERO and the school have worked together to evaluate the impact of developing the school as a community of learners in order to enhance each child’s progress and achievement.
The school expected to see:
a strengthening of the school’s capacity to support student wellbeing and learning
gains in children’s personal growth to build confidence and make progress in their learning
an increase in the role of student feedback in learning.
During the course of the evaluation, students benefitted from developing self-management and independence, as well as collaborating effectively with others in learning tasks. Students were more able to articulate what the school’s values of curiosity, determination, respect and integrity looked like when exemplified by them both in the classroom and in school events.
Teachers have been more explicit about learning intentions, ensuring that all students understand what progress and success looks like for them as individual learners. Students’ learning successes and their reflections on their learning have been increasingly highlighted and shared with whānau , resulting in a growth in learners’ confidence.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well.
What is the quality of teaching and learning? The school is improving teaching and learning.
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 an increasingly 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.
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 is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use 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 small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing Less than half of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics Less than half of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Attendance
The school is behind 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.
Chronic absence is 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 is developing 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 not 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.
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
Staff foster a supportive and inclusive school culture.
Learners benefit from a rich curriculum centred on the local environment.
The school is increasingly building a community of learners, where students effectively support each other in their learning activities.
The school is committed to strengthening connections with whānau, as well as within and beyond its community.
Key priorities and actions for improvement
The agreed next steps for the school are to:
improve levels of progress and achievement in reading, writing and mathematics for all learners, with a particular focus on accelerated progress for target learners not yet meeting curriculum expectations or making sufficient progress
continue to improve regular attendance for all learners to meet Government targets.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
closely and regularly monitor the progress of all learners in reading, writing and mathematics, and particularly that of individual target learners; implement interventions to accelerate their progress
integrate reading, writing and mathematics learning across the full weekly teaching and learning programme to offer increased opportunities to accelerate progress
implement strategies in partnership with the school community to encourage and sustain regular attendance
Every six months:
review and refine approaches used to develop all learners’ reading, writing and mathematics to align with learner needs and support the implementation of actions for continued progress
monitor the impact of strategies used to improve regular attendance
Annually:
evaluate reading, writing and mathematics progress and achievement data, using trends identified to inform strategic priorities and annual planning
evaluate patterns in attendance for all learners; use this information to identify next steps to continue to increase regular rates of attendance.
Actions taken against these next steps are expected to result in:
more learners achieving at or above expected curriculum levels in literacy and mathematics, including improvements in progress for target learners
improved rates of regular attendance.
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 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)
27 May 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Read the full report on ero.govt.nz →
All 4 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).