Hataitai School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 217
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Arawa Road, Hataitai, Wellington
- Territorial authority
- Wellington City
- Phone
- 04-3861510
- office@hataitai.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington · schools in Wellington Region
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
Loading zone map…
Zone boundaries shown here are approximate. Ministry of Education data warns these boundaries do not have high spatial precision and can place neighbouring addresses on different sides of a line. This is not a confirmation of enrolment eligibility — always confirm directly with the school. Zone geometry also does not reflect enrolment priority rules (siblings, special character categories, ballots) — it shows the mapped boundary only.
Check if your address is in zone →
Source: Ministry of Education, CC BY 3.0 NZ
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 169
- Māori
- 25
- Pacific
- 6
- Asian
- 39
- MELAA
- 10
- Other
- 5
- 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 | 2 | 1 | 2 | 1 | 0 | 16 | 0 | 20 |
| Year 02 | 1 | 0 | 0 | 0 | 0 | 16 | 0 | 17 |
| Year 03 | 4 | 1 | 7 | 2 | 0 | 21 | 0 | 32 |
| Year 04 | 7 | 1 | 1 | 0 | 0 | 23 | 0 | 26 |
| Year 05 | 1 | 2 | 5 | 1 | 1 | 19 | 0 | 26 |
| Year 06 | 1 | 1 | 3 | 2 | 0 | 26 | 0 | 33 |
| Year 07 | 5 | 1 | 11 | 1 | 1 | 21 | 0 | 30 |
| Year 08 | 4 | 1 | 4 | 0 | 1 | 20 | 0 | 25 |
| Total | 25 | 8 | 33 | 7 | 3 | 162 | 0 | 209 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 1 | 2 | 1 | 0 | 17 | 0 | 21 |
| Age 06 | 1 | 0 | 0 | 0 | 0 | 17 | 0 | 18 |
| Age 07 | 4 | 1 | 7 | 2 | 0 | 20 | 0 | 31 |
| Age 08 | 7 | 1 | 1 | 0 | 0 | 22 | 0 | 25 |
| Age 09 | 1 | 2 | 5 | 1 | 1 | 17 | 0 | 24 |
| Age 10 | 1 | 1 | 3 | 2 | 0 | 28 | 0 | 35 |
| Age 11 | 5 | 1 | 11 | 1 | 1 | 20 | 0 | 29 |
| Age 12 | 4 | 0 | 4 | 0 | 0 | 19 | 0 | 22 |
| Age 13 | 0 | 1 | 0 | 0 | 1 | 2 | 0 | 4 |
| Total | 25 | 8 | 33 | 7 | 3 | 162 | 0 | 209 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Hataitai School | 0% |
|---|---|
| Wellington Region | 24.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| 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%
| Hataitai School | 0% |
|---|---|
| Wellington Region | 2.6% |
| Full Primary | 3.9% |
| 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%
| Hataitai School | 0% |
|---|---|
| Wellington Region | 0.9% |
| Full Primary | 1.7% |
| 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)
- 365
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 December 1920
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
- 3
- Last reviewed
- 20 August 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 20 August 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for students in Years 1-8
- 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 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.
September 2017
353
Counted while ERO’s review team was at the school. Education Review Office, report of 28 November 2017
July 2014
342
Counted while ERO’s review team was at the school. Education Review Office, report of 26 September 2014
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 20 August 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.
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
Haitaitai School provides education for students in Years 1-8. The majority of students identify as New Zealand European (70%), Asian 16% and with 12 % of students who identify as Māori . The school’s vision ‘Confident, independent, highly achieving students who enjoy learning” is underpinned by the school values of “ Mana (respect for self), Manaaki (respect for others) and Ako (respect for learning)”.
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
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
How well are learners succeeding? Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.
What is the quality of teaching and learning? Learners benefit from good 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 rich opportunities to learn across the breadth and depth of the curriculum. There is a 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? 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.
Achievement in Years 0 to 8
This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 65% 65 to 79% 80 to 90% Over 90%
Reading Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance
The large majority of learners attend school regularly.
The school is approaching 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.
Assessment
This section is about how the school assesses learner progress and achievement.
The school uses an appropriate approach and reliable practices to 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
This section is about how well the school supports all learners to make sufficient progress.
The school has 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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 2030.
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
School leaders create a positive environment that is inclusive, values diversity and promotes wellbeing for learning. Leaders ensure professional growth opportunities for all staff.
Students confidently express a strong sense of belonging and pride in their school; school values are well known and understood by students.
Student achievement is consistently high with almost all students meeting or exceeding curriculum expectations in reading, writing and mathematics; teachers are implementing the revised English and Mathematics curriculums.
The students are taught reading, writing and mathematics for one hour per day. The curriculum design provides for integrated learning opportunities with breadth and depth across learning areas.
The school board provides effective stewardship, understanding and meeting its statutory obligations and effectively manages resources.
Key priorities
The agreed next steps for the school are to:
Refine the identification, provision for and tracking progress of students at risk of not achieving.
Implement changes to The New Zealand Curriculum.
Implement teaching approaches and practices that are consistent, responsive and engaging.
Strengthen opportunities for all students to take ownership of their learning, including setting relevant learning goals.
strengthen evaluative capability to ensure coherence across and within schoolwide systems and processes and to enhance school-wide decision making
Actions to bring about improvement
Within six months:
leaders review systems and processes for the identification of, provision for and tracking the progress of priority students
Every six months:
leaders and teachers analyse students’ attendance, progress and achievement information to inform the next steps
teachers respond to achievement information with targeted interventions for identified groups of students
leaders evaluate the impact of professional learning initiatives on student outcomes to inform strategic improvement goals and decision making
Annually:
school leaders utilise effective internal evaluation processes to review planned improvement initiatives, strategic and annual planning
the School Board and leaders review and report attendance, achievement and wellbeing outcomes to the community; in partnerships with whānau , students and teachers, use this information to guide decision making.
Expected outcomes
Sustained equitable and excellent student achievement
English and Mathematics curriculums and assessment requirements are implemented consistently across the school.
A systemic approach to planning for school improvement is in place and informed by high quality evidence and evaluation.
Improved levels of attendance that meet or exceed the Ministry of Education’s target for regular attendance.
Regulatory and Legislative Requirements
This section of the report is about how the school meet regulatory and legislative requirements .
Board Assurance with Regulatory and Legislative Requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
The next public report on ERO’s website will be a School 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 (Acting)
20 August 2025
Read the full report on ero.govt.nz →
All 3 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).