Havelock North Primary School

What ERO wrote in its latest report

This is ERO’s report of 3 June 2026 — “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

Havelock North Primary School provides education for learners in Years 1 to 6. The school roll is 520 students, 77% identify as New Zealand European/ Pākehā , 13% identify as Māori and 10% as South African. The school’s vision statement Empowering Learners for Life is underpinned by the school’s core values of Responsibility, Resilience, Respect and Relationships.

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

Improvement and progress

This section is about the progress the school has made since the July 2022 08 July. It includes an explanation of the expected improvements and findings.

Expected improvements

The school focused on equity for learners in literacy, particularly Māori boys. They expected to see teachers using assessment activities that are fit for purpose to support targeted instruction and strengthened reciprocal and learning centred relationships with community, families and whānau to support improved achievement in literacy.

Findings

The school continues to improve equity for all learners, with a particular focus on Māori boys and writing, supported through schoolwide moderation and targeted teaching. Strong leadership and learning‑centred partnerships with families and whānau contribute to more equitable outcomes. Ongoing professional learning strengthens teaching practice and supports positive outcomes for learners. The school continues to work closely with the community and whānau to support and prioritise progress and achievement.

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 excellent 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 skills in 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 high quality education for learners are driving excellent school performance.

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 1 to 6

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 64% 65 to 79% 80 to 90% Over 90%

Reading Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Writing Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Mathematics Most 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.

Most learners attend school regularly.

The school is at exceeding the target of 80% regular attendance.

The school has a suitable plan in place to improve attendance.

Regular attendance is improving 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.

Assessment information is used well 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 significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.

The school has significantly 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 for 2030 and agrees this will need to be a key strategic priority.

Next steps for improvement

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.

Areas of strength

Learners, staff and whānau experience a positive, inclusive culture and a strong sense of belonging. High expectations for behaviour and learning support respectful relationships across the school.

School values are evident in everyday interactions, contributing to a safe and welcoming environment.

Students benefit from a wide range of cultural, sporting, leadership and enrichment opportunities that support engagement, confidence and a well-rounded education.

Leaders and teachers and Leaders create conditions where all learners are expected to achieve their potential, including a focus on extension. Community voice is gathered regularly, responded to thoughtfully and used to inform decision-making.

Teaching and learning is coherent and consistent across the school, with teachers implementing purposeful, engaging and collaborative approaches that effectively support learner progress and respond to diverse needs.

The leadership team provides clear direction with a strong focus on wellbeing, achievement, and a positive school environment, supported by schoolwide evaluation that is embedded in decision‑making to inform ongoing improvements in student achievement.

Key priorities

Strengthen intentional, evidence informed teaching and deliberate improvement actions to further accelerate progress and achieve equitable literacy outcomes for Māori learners who need this.

Embed responsive relational pedagogy across the school, using ongoing monitoring and targeted action to evaluate impact and sustain accelerated progress for Māori learners who need this.

Leaders and teachers will establish consistent, high-quality structured mathematics ensuring resources align with the refreshed curriculum to improve learner outcomes.

Actions to bring about improvement

Within six months:

leaders and teachers review the impact of targeted literacy strategies for priority learners, using progress information to support accelerated outcome

teachers collaboratively trial and evaluate structured mathematics resources and approaches, strengthening consistency and alignment with the refreshed curriculum

Every six months:

leaders analyse progress and achievement information for priority learners to evaluate the impact of targeted literacy teaching and identify any learners requiring further support or extension

leaders and teachers evaluate the consistency and effectiveness of structured mathematics teaching across the school, using shared evidence to inform adjustments to teaching and learning approaches

Annually:

leaders and the Havelock North School Board evaluate the effectiveness of teaching approaches in reading, writing and mathematics to determine their impact on learner progress and inform priorities for ongoing professional learning

leaders and the school Board use schoolwide achievement and progress information to set strategic targets and design targeted improvement actions that accelerate progress and promote equity for all learners

leaders and staff review the suitability and impact of resourcing for structured approaches to reading, writing and mathematics, using evidence to guide decisions making for ongoing improvement.

Expected outcomes

Teaching approaches in literacy and mathematics are coherent, evidence informed and consistently implemented across the school.

All learners make accelerated and sustained progress in reading and writing, with increasing equity of achievement across the school.

Evaluation findings and achievement information are used by leaders, the Board and staff to inform annual planning and support continued improvement through the school’s strategic plan.

Regulatory and legislative requirements

This section of the report is about how the school meets 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

Provision for international students

This section is about the quality of the provision of education for international students enrolled at the school.

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 and has completed an annual self-review of its implementation of the Code.

At the time of this review there were 2 international students attending the school.

Annual self-review and pastoral care processes are effective, evidence-based, and support compliance, student wellbeing, and inclusion. Induction to the school and cultural support are strong and international students to fully engage in school life and the community.

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

3 June 2026

Read this report on ero.govt.nz →