Havelock School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 39
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 47 Main Road, Havelock
- Territorial authority
- Marlborough District
- Phone
- 03-5742106
- admin@havelock.school.nz
- Directions
- Get directions
Other schools nearby: schools in Marlborough
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.
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/2855
Complete the [online enrolment form](https://enrolments.linc-ed.com/apply/NZ/2855) and provide the following:
- https://enrolments.linc-ed.com/apply/NZ/2855
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 33
- Māori
- 8
- Pacific
- 8
- Asian
- 3
- MELAA
- 0
- Other
- 0
- 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 | 0 | 0 | 0 | 0 | 9 | 0 | 9 |
| Year 02 | 8 | 4 | 0 | 0 | 0 | 7 | 0 | 9 |
| Year 03 | 4 | 1 | 0 | 1 | 0 | 9 | 0 | 9 |
| Year 04 | 4 | 1 | 0 | 0 | 0 | 7 | 0 | 8 |
| Year 05 | 3 | 1 | 0 | 0 | 0 | 5 | 0 | 5 |
| Year 06 | 3 | 1 | 0 | 0 | 0 | 6 | 0 | 7 |
| Year 07 | 4 | 1 | 1 | 0 | 0 | 10 | 0 | 11 |
| Year 08 | 3 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Total | 31 | 9 | 1 | 1 | 0 | 58 | 0 | 63 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 0 | 0 | 0 | 9 | 0 | 9 |
| Age 06 | 8 | 4 | 0 | 0 | 0 | 7 | 0 | 9 |
| Age 07 | 4 | 1 | 0 | 0 | 0 | 8 | 0 | 8 |
| Age 08 | 4 | 1 | 0 | 1 | 0 | 8 | 0 | 9 |
| Age 09 | 3 | 1 | 0 | 0 | 0 | 5 | 0 | 5 |
| Age 10 | 3 | 1 | 0 | 0 | 0 | 6 | 0 | 7 |
| Age 11 | 4 | 1 | 1 | 0 | 0 | 10 | 0 | 11 |
| Age 12 | 3 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Total | 31 | 9 | 1 | 1 | 0 | 58 | 0 | 63 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
115%
| Havelock School | 115% |
|---|---|
| Marlborough Region | 36.2% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 231.1% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 133.4% |
| Total | 115% |
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%
| Havelock School | 0% |
|---|---|
| Marlborough Region | 4% |
| 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%
| Havelock School | 0% |
|---|---|
| Marlborough Region | 1% |
| 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)
- 462
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 28 September 1861
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
- 23 February 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (23 February 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 23 February 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.
What ERO wrote in its latest report
This is ERO’s report of 23 February 2024 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within 12 months of the Education Review Office and Havelock School working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
Havelock School caters for students from year 1 to 8 and is situated in the centre of Havelock township. The school’s vision is that all children should enjoy their learning, achieve their potential and become independent life-long learners. Tuakana teina relationships are valued across the school and encapsulated in the whakatauki , Mā te tuakana te teina e tōtika , Mā teina tuakana e tōtika - The older will lead the younger and the younger will lead the older.
Havelock School ’s strategic priorities for improving outcomes for learners are:
to accelerate the learning of all students through robust assessment practices that inform responsive teaching practices
to provide a curriculum that offers a range of opportunities for students to set, achieve and evaluate their goals
to foster a culturally responsive school environment that supports the wellbeing of staff and students.
You can find a copy of the school’s strategic and annual plan on Havelock School ’s website.
ERO and the school are working together to evaluate how effectively a purposeful and consistent approach to relationship-based teacher practice strengthens student agency, relationships with whānau and improves outcomes for learners.
The rationale for selecting this evaluation is:
The Board and the Principal recognise the need for more open and reciprocal relationships between the school and whānau .
School systems and processes have been designed to better support student progress throughout the school.
The school expects to see:
students having ownership of their learning
school values known by students and whānau and more evident in everyday practice
more whānau engaged across a wider range of contexts within the school
increased whānau awareness of teachers’ responsiveness to their child’s academic, social and emotional needs
further uptake and implementation by teachers of the attendance engagement action plan.
Strengths
The school can draw from the following strengths to support its goal to evaluate how effectively a purposeful and consistent approach to relationship-based teacher practice strengthens student agency, relationships with whānau and improves outcomes for learners:
strong connections with Ngāti Kuia who have provided the school with their aspirations for tamariki through their education plan
leadership supports teachers to engage in weekly evaluations of the data around priority learners to increase teacher accountability for learner progress
the creation and implementation of a successful student engagement programme which has increased attendance and learning outcomes for students across the school.
Where to next?
Moving forward, the school will prioritise:
listening to and acting on student voice so that students’ ideas and preferences are evident in planning
professional learning to support relationship-based teaching and learning so that teachers can be coached to sustain new practices
increased opportunities for whānau to communicate with the school.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director of Schools
23 February 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 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).