Hamilton Seventh-Day Adventist School
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 119
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 46 Annebrook Road, Hillcrest, Hamilton
- Territorial authority
- Waikato District
- Phone
- 07-8564417
- office@hamsda.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 53
- Māori
- 19
- Pacific
- 25
- Asian
- 24
- MELAA
- 29
- Other
- 3
- 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 | 3 | 2 | 2 | 0 | 7 | 0 | 12 |
| Year 02 | 1 | 4 | 3 | 7 | 1 | 10 | 0 | 21 |
| Year 03 | 2 | 3 | 2 | 2 | 0 | 5 | 0 | 11 |
| Year 04 | 0 | 3 | 5 | 4 | 0 | 5 | 1 | 15 |
| Year 05 | 4 | 5 | 3 | 4 | 1 | 5 | 0 | 16 |
| Year 06 | 2 | 0 | 4 | 3 | 0 | 4 | 0 | 10 |
| Year 07 | 5 | 3 | 2 | 7 | 2 | 9 | 0 | 20 |
| Year 08 | 1 | 1 | 2 | 4 | 1 | 4 | 0 | 11 |
| Total | 16 | 22 | 23 | 33 | 5 | 49 | 1 | 116 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 3 | 2 | 2 | 0 | 7 | 0 | 12 |
| Age 06 | 1 | 4 | 3 | 7 | 1 | 9 | 0 | 20 |
| Age 07 | 2 | 3 | 2 | 2 | 0 | 6 | 0 | 12 |
| Age 08 | 0 | 3 | 5 | 4 | 0 | 5 | 1 | 15 |
| Age 09 | 4 | 5 | 3 | 4 | 1 | 5 | 0 | 16 |
| Age 10 | 2 | 0 | 4 | 3 | 0 | 4 | 0 | 10 |
| Age 11 | 4 | 3 | 2 | 6 | 1 | 7 | 0 | 18 |
| Age 12 | 2 | 1 | 2 | 4 | 1 | 6 | 0 | 11 |
| Age 13 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 2 |
| Total | 16 | 22 | 23 | 33 | 5 | 49 | 1 | 116 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Hamilton Seventh-Day Adventist School | 0% |
|---|---|
| Waikato Region | 53.9% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| 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%
| Hamilton Seventh-Day Adventist School | 0% |
|---|---|
| Waikato Region | 6.6% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| 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%
| Hamilton Seventh-Day Adventist School | 0% |
|---|---|
| Waikato Region | 2.4% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| 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)
- 425
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1973
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
- 5
- Last reviewed
- 26 February 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (26 February 2025)
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 26 February 2025 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.
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 119 — 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.
November 2019
62
Counted while ERO’s review team was at the school. Education Review Office, report of 19 December 2019
August 2016
58
Counted while ERO’s review team was at the school. Education Review Office, report of 15 September 2016
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 26 February 2025 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
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.
Context
Hamilton Seventh Day-Adventist School is a special character school providing education for students from Year 1 to 8. It is located semi-rurally in Hamilton. A significant proportion of the school roll comprises students whose first language is not English. The school’s stated core values are respect, responsibility and resilience.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Students experience positive outcomes in relation to their progress, achievement, and engagement.
The large majority of students achieve at expected curriculum levels in reading, writing and mathematics.
Māori and Pacific students experience equitable outcomes in reading and writing, compared to their peers; boys are achieving less well than girls in reading, writing and mathematics.
The school is effectively accelerating the progress of the majority of students who are at risk in their learning, including students with additional needs.
The school is not yet meeting the Ministry of Education’s targets for regular student attendance.
Conditions to support learner success
Leadership makes well-considered decisions to support continuous school improvement.
Leadership sets clear expectations for effective teaching practices and is developing and embedding appropriate frameworks to continue to grow teacher capability.
Leadership collects and analyses a range of data to make evidence-informed decisions to improve student outcomes.
Teachers effectively support students to engage and progress in their learning.
Teachers use a range of strategies to enable students to actively participate and make progress in their learning; a next step is to increase students’ knowledge of their individual goals and the steps to get there through more consistent use of learning progressions.
Students benefit from a well-resourced, literacy-rich learning environment.
Teachers use positive strategies to affirm students and promote positive learning behaviours, creating settled classrooms where students are encouraged to develop self-management skills.
School conditions and practices support an engaging and successful school experience for learners.
The board undertakes relevant consultation with parents in relation to key areas of school operations and uses the feedback to make decisions about school direction and priorities for students.
Students with additional needs, including those students whose first language is not English, are well supported to make progress in their learning.
The teacher inquiry process is helping to build teaching practices that are responsive and individualised to the needs of at-risk students.
Students experience positive relationships and a culture of care that supports their wellbeing and sense of belonging.
Part B: Where to next?
The agreed next steps for the school are to:
continue to reduce achievement disparity for boys in reading, writing and mathematics, and for Māori students in mathematics
increase students’ awareness of their individual learning goals, and what they need to do to make progress
increase rates of regular student attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
plan strategic actions to improve achievement outcomes for boys and Māori , and increase rates of regular student attendance
review shared expectations for assessment for learning practices across the school, particularly in relation to strategies and tools to support students to have increased understanding of their individual learning progress and next steps
Every six months:
monitor and report to the board rates of student progress and attendance and adjust planned responses as necessary
monitor how well teachers are using assessment for learning practices to increase students’ understanding of their individual learning progress and next steps; provide targeted professional support as required
Annually:
Report to the board:
the annual and over time progress and achievement of boys and Māori , and other targeted students in literacy and mathematics
the school’s attendance trends and patterns against Ministry of Education targets and the school’s strategic plan.
Actions taken against these next steps are expected to result in:
increased parity for boys and Māori in their academic achievement
increased achievement from students knowing how well they are progressing in their learning through the year and what steps they need to take to continue to make progress
higher levels of regular student attendance that is sustained over time.
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 Acting Director of Schools
26 February 2025
About the School
The Education Counts 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 5 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).