Hastings Central School
Contributing · State
- Year levels
- 1–6
- Total roll
- 217
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 400 Karamu Road South, Hastings
- Territorial authority
- Hastings District
- Phone
- 06-8787366
- admin@hastingscentral.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hastings · schools in Hawke’s Bay
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- Uniform
- Required
Uniform requirements A school polo shirt (with logo)
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 68
- Māori
- 93
- Pacific
- 51
- Asian
- 34
- MELAA
- 6
- Other
- 1
- 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 | 17 | 10 | 14 | 1 | 0 | 14 | 0 | 47 |
| Year 02 | 15 | 5 | 4 | 0 | 0 | 10 | 0 | 29 |
| Year 03 | 13 | 12 | 4 | 1 | 1 | 12 | 0 | 34 |
| Year 04 | 11 | 6 | 6 | 0 | 1 | 6 | 0 | 27 |
| Year 05 | 17 | 8 | 7 | 0 | 0 | 15 | 0 | 38 |
| Year 06 | 13 | 5 | 5 | 0 | 0 | 8 | 0 | 27 |
| Year 07 | 2 | 1 | 0 | 0 | 0 | 2 | 0 | 3 |
| Total | 88 | 47 | 40 | 2 | 2 | 67 | 0 | 205 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 15 | 8 | 10 | 0 | 0 | 12 | 0 | 36 |
| Age 06 | 14 | 6 | 8 | 1 | 0 | 8 | 0 | 34 |
| Age 07 | 13 | 11 | 4 | 1 | 1 | 14 | 0 | 33 |
| Age 08 | 10 | 6 | 3 | 0 | 0 | 7 | 0 | 24 |
| Age 09 | 16 | 7 | 9 | 0 | 0 | 12 | 0 | 38 |
| Age 10 | 16 | 5 | 4 | 0 | 1 | 7 | 0 | 27 |
| Age 11 | 4 | 4 | 2 | 0 | 0 | 7 | 0 | 13 |
| Total | 88 | 47 | 40 | 2 | 2 | 67 | 0 | 205 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
61.8%
| Hastings Central School | 61.8% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 132.2% |
| Māori | 117.8% |
| Pacific | 60.2% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 61.8% |
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%
| Hastings Central School | 0% |
|---|---|
| Hawke's Bay Region | 6.2% |
| Contributing | 3.5% |
| State | 4.5% |
| 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%
| Hastings Central School | 0% |
|---|---|
| Hawke's Bay Region | 3% |
| Contributing | 1.5% |
| State | 1.9% |
| 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)
- 522
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 25 January 1875
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
- 6
- Last reviewed
- 24 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (24 December 2024)
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 24 December 2024 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 217 — 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.
May 2018
205
Counted while ERO’s review team was at the school. Education Review Office, report of 25 June 2018
March 2015
166
Counted while ERO’s review team was at the school. Education Review Office, report of 30 April 2015
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 17 December 2024 — “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
Hastings Central School provides education for students in Years 1 to 6 and is in Hastings. The school’s vision’ Inspiring our Tamariki to Succeed and Grow’ is supported through the values of manaakitanga , kotahitanga , mana motuhake and piringatanga.
The school hosts two attached units for Kowhai Specialist School.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the previous ERO report of March 2022, the school has focused on evaluating how effectively the school’s approach to learner agency is supporting students to be active participants in their own learning.
Expected Improvements and Findings
The school expected to see:
Students understand the purpose of their learning goals; able to articulate them and know what to do to improve their achievement outcome.
Students know their learning goals and are increasingly able to monitor their learning through data walls and share their progress with parents and whānau ; this continues to be a strategic priority .
Focused and purposeful interactions with teachers.
Teacher’s interactions with students have become increasingly learning focused and purposeful.
The importance of developing positive relationships and using effective teaching strategies to engage students in the learning process is prioritised.
Other Findings
During the course of the evaluation, leaders acknowledged that their own thinking about learner agency and how learners can actively lead their own learning continued to evolve. It remains a strategic priority.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
The school is working towards equitable and excellent outcomes for all learners.
The majority of students achieve at curriculum expectations in reading, writing and mathematics; improving equity for boys, and Pacific students remains a priority.
Student achievement information requires further analysis to establish a school-wide picture of achievement and to identify how well groups of learners are achieving.
Students speak positively about their school, display a sense of belonging and are supportive of each other.
Less than half of students attend school regularly and the school is yet to meet Ministry of Education 2024 national attendance target; strategic actions have improved regular attendance and continue to be a priority.
Conditions to support learner success
Well established leadership supports ongoing improvement in teaching and learning.
The senior leadership team works collaboratively to set and pursue well aligned improvement goals focused on improving equity in outcomes for learners.
Annual planning is accompanied by clear outcome statements to provide the board and staff with guidance and measures to support school improvement.
Targeted professional learning for teachers is aligned to the school’s strategic priority and working well to improve outcomes for learners.
Curriculum, teaching and learning are strongly underpinned by the school values.
Learners see themselves, their identity and culture reflected throughout the local curriculum; they regularly and enthusiastically use a digital platform to share and involve their families in real-time learning.
Teachers continue to embed agreed teaching and learning strategies consistently that support the many different needs of learners.
Staff know learners well and work together to provide a wide range of purposeful curriculum experiences that broaden students' learning.
Key conditions including organisational systems and processes are aligned and embedded.
Productive relationships with agencies and professional networks including Kāhui Ako promote effective approaches to enhancing positive behaviour, learning and wellbeing outcomes.
Professional learning opportunities, and monitoring of planned changes in teacher practice and student outcomes, are deliberate and aligned to strategic priorities.
School leadership is responsive and focused on developing positive partnerships for learning with students and whānau.
Learners’ wellbeing is promoted through respectful relationships, the school values and well-established restorative practices.
Part C: Where to next?
The agreed next steps for the school are to:
strengthen the analysis and use of student achievement information to inform teaching and learning and increase equity for all learners
continue to embed agreed teaching and learning strategies consistently in reading, writing and mathematics that support the different needs of learners
continue to support students to have ownership of their learning and develop the skills necessary to become independent learners
monitor and continue to work towards meeting the Ministry of Education’s target for regular attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
analyse student achievement information to understand how well groups of students are progressing across the school
monitor how well agreed teaching and learning strategies are being embedded across the school with a focus on literacy in years 4 to 6.
Every six months:
evaluate the impact of actions taken to increase percentage of students attending school regularly.
Annually:
report to the board about progress of target learners and schoolwide progress and achievement
analyse achievement data and report to the board about progress of target learners and schoolwide progress and achievement
regularly gather student feedback and ideas to evaluate effectiveness of strategies used to sustain active participation in their own learning
review and report the effectiveness of agreed teaching and learning strategies and the impact on learner outcomes.
Actions taken against these next steps are expected to result in:
dependable achievement information that contributes to a schoolwide picture of achievement
improved equity for identified groups of learners through embedded teaching and learning strategies in literacy and mathematics
students able to monitor their own learning progress and contribute to key decisions taken by the school
an increase in the percentage of students attending school regularly.
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
Shelley Booysen Director of Schools
17 December 2024
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 6 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).