Havelock North Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 523
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 13 Nimon Street, Havelock North
- Territorial authority
- Hastings District
- Phone
- 06-8778039
- admin@hni.school.nz
- Website
- http://www.hni.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hastings · schools in Hawke’s Bay
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
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
Not stated on the school’s website.
- Getting there
- School bus service for eligible students; Tranzit Buses is the current provider
A large number of students come to school on a school bus, and others use public buses. Tranzit Buses is the current provider.
- School bus service for eligible students; Tranzit Buses is the current provider
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- William Pike Challenge Award (WPC)
HNI offers interested Year 8s the opportunity to apply to take part in the William Pike Challenge Award (WPC).
- Orienteering
April - Orienteering / Mountain biking
- Mountain biking
April - Orienteering / Mountain biking
- High Ropes at Guthrie Smith Tutira
May - High Ropes at Guthrie Smith Tutira
- Tough Guy n' Gal at Clifton
June-July - Tough Guy n' Gal at Clifton
- Sunrise Hut day hike
Mid Sept - Sunrise Hut day hike
- Opti sailing
Late Oct - Opti sailing
- Rafting Mohaka river
Mid-November - Rafting Mohaka river
- William Pike Challenge Award (WPC)
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 427
- Māori
- 105
- Pacific
- 19
- Asian
- 46
- MELAA
- 25
- 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 07 | 52 | 7 | 24 | 17 | 5 | 217 | 0 | 263 |
| Year 08 | 64 | 12 | 20 | 13 | 9 | 243 | 1 | 292 |
| Total | 116 | 19 | 44 | 30 | 14 | 460 | 1 | 555 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 47 | 6 | 23 | 12 | 5 | 164 | 0 | 205 |
| Age 12 | 55 | 12 | 15 | 15 | 4 | 237 | 1 | 277 |
| Age 13 | 14 | 1 | 6 | 3 | 5 | 59 | 0 | 73 |
| Total | 116 | 19 | 44 | 30 | 14 | 460 | 1 | 555 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
28.3%
| Havelock North Intermediate | 28.3% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 15.9% |
|---|---|
| Male | 39% |
| Māori | 56.3% |
| Pacific | 72.5% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 24.8% |
| Total | 28.3% |
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
2.9%
| Havelock North Intermediate | 2.9% |
|---|---|
| Hawke's Bay Region | 6.2% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 3.1% |
|---|---|
| Male | 2.8% |
| Māori | 6.8% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 1.7% |
| Total | 2.9% |
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
1.5%
| Havelock North Intermediate | 1.5% |
|---|---|
| Hawke's Bay Region | 3% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 2.9% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 1.8% |
| Total | 1.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 432
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 31 January 1974
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
- 12 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (19 December 2022)
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 19 December 2022 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 12 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 7 and 8
provides education for learners in Years 7 and 8
- Years 7 and 8
What ERO wrote in its latest report
This is ERO’s report of 12 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
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 .
Progress since December 2022 ERO report
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 placed is the school to promote educational success and wellbeing?
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.
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 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.
Attendance
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.
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 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.
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
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.
Key priorities and actions for improvement
The agreed next steps for the school are to:
continue to monitor and evaluate student attendance and adjust strategies as necessary to improve regular attendance rates
evaluate the impact of raising teacher capability on learner progress and achievement outcomes for all students, and the ongoing effectiveness of professional development programmes
continue to build positive relationships with the community, to further inform the school’s vision, goals, targets and priorities for improvement, including attendance and improved outcomes for all students.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
review and report on the success of the attendance strategies and adjust accordingly
evaluate progress and achievement data with a particular focus on the ongoing impact of professional development in raising teacher capability on student achievement outcomes
review and report on the effectiveness of strategies to engage whānau and parents in their children’s learning
Annually:
evaluate and report attendance, progress and achievement to the board to inform future strategic improvement priorities
evaluate and report to the community the effectiveness of strategies and approaches to improve levels of attendance
collaborate with all stakeholders, students, parents, whānau , staff and board, to celebrate success and identify future strategic goals.
Actions taken against these next steps are expected to result in:
regular learner attendance that matches or exceeds the Government target
a well-established evaluation approach that focuses on improvement to learner progress and achievement and gives priority to equity and excellence for all learners
strengthened partnerships between whānau , the school community and the school to support learners’ attendance, progress and achievement.
Background
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.
Findings
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.
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 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
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).