Hāwea Flat School
Contributing · State
- Year levels
- 1–6
- Total roll
- 394
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 576 Camphill Road RD 2, Hawea Flat, Wanaka
- Territorial authority
- Queenstown-Lakes District
- Phone
- 03-443 1467
- office@haweaflat.school.nz
- Directions
- Get directions
Other schools nearby: schools in Otago
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
- 355
- Māori
- 35
- Pacific
- 4
- Asian
- 14
- MELAA
- 9
- 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 | 7 | 1 | 1 | 0 | 2 | 62 | 0 | 70 |
| Year 02 | 8 | 0 | 4 | 1 | 2 | 42 | 0 | 49 |
| Year 03 | 8 | 1 | 2 | 4 | 1 | 71 | 0 | 79 |
| Year 04 | 5 | 0 | 2 | 1 | 1 | 51 | 0 | 55 |
| Year 05 | 10 | 1 | 6 | 4 | 1 | 49 | 0 | 66 |
| Year 06 | 6 | 1 | 1 | 0 | 3 | 42 | 0 | 46 |
| Year 07 | 2 | 1 | 0 | 0 | 0 | 16 | 0 | 19 |
| Total | 46 | 5 | 16 | 10 | 10 | 333 | 0 | 384 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 1 | 1 | 0 | 2 | 55 | 0 | 62 |
| Age 06 | 9 | 0 | 4 | 1 | 1 | 44 | 0 | 51 |
| Age 07 | 8 | 1 | 1 | 4 | 1 | 68 | 0 | 76 |
| Age 08 | 5 | 0 | 3 | 1 | 2 | 55 | 0 | 59 |
| Age 09 | 9 | 1 | 6 | 4 | 1 | 46 | 0 | 62 |
| Age 10 | 8 | 1 | 1 | 0 | 2 | 46 | 0 | 52 |
| Age 11 | 2 | 1 | 0 | 0 | 1 | 19 | 0 | 22 |
| Total | 46 | 5 | 16 | 10 | 10 | 333 | 0 | 384 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Hāwea Flat School | 0% |
|---|---|
| Otago Region | 36.8% |
| Contributing | 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%
| Hāwea Flat School | 0% |
|---|---|
| Otago Region | 4.6% |
| 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%
| Hāwea Flat School | 0% |
|---|---|
| Otago Region | 2% |
| 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)
- 412
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 25 January 1882
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
- 9 August 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (9 August 2023)
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 9 August 2023 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 394 — 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.
April 2019
223
Counted while ERO’s review team was at the school. Education Review Office, report of 11 June 2019
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 9 August 2023 — “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 six months of the Education Review Office and Hawea Flat 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
Established in 1882, Hawea Flat School plays a central role as a community hub, drawing its learners from Queensberry in the south to the neck of Lake Hāwea in the north. It is a rapidly growing state contributing school catering for Years 0-6. The school’s vision is for everyone “to be the best they can be”.
Hawea Flat School’s strategic priorities for improving outcomes for learners are:
placing Learners at the centre and empowering ākonga for the ever-changing world
quality teaching and learning through strengthening leadership, teachers and staff to deliver a future focused curriculum
providing a safe physical, emotional, and sustainable environment
providing barrier free access to learning through an inclusive, respectful and culturally responsive community and learning environment.
You can find a copy of the school’s strategic and annual plan on Hawea Flat School’s website.
ERO and the school are working together to evaluate the impact of the school’s learner profile on improving student agency and progress.
The rationale for selecting this evaluation is:
achievement information has indicated an area for further development is to increase understanding of the learner progression pathway
a need to establish a clear and visible learning framework that provides the foundation for learning across the school
to increase students’ ownership of their learning, fostering intrinsic motivation and ensuring each student has a positive learning disposition.
The school expects to see:
ākonga actively and positively engaging in their learning pathways
teachers building their data literacy to inform understandings and transparency about learning progressions across year levels
all stakeholders working collaboratively towards a positive impact on individual learner progress.
Strengths
The school can draw from the following strengths to support its goal to evaluate the impact of the school’s learner profile on improving student agency and progress :
innovative learning environments that are not bound by four walls and promote engagement through using learners’ strengths and interests
a collaborative team culture that is open to ongoing professional learning, has a clear direction for improvement for ākonga , and builds staff’s capability to develop consistent practice
active community connections with a shared commitment to enhance engagement and support student attendance and learning.
Where to next?
Moving forward, the school will prioritise:
gathering and analysing student achievement data to measure the impact of student agency on learning
reviewing the consistency of teacher practices and strengthening inquiry processes so teachers collaboratively work towards sharing best practice to meet the needs of all learners
partnering with parents and whānau to construct a collective view of learner agency and how together both school and family can contribute to building agency.
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
9 August 2023
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).