Parkvale School
Contributing · State
- Year levels
- 1–6
- Total roll
- 502
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 1217 Howard Street, Hastings
- Territorial authority
- Hastings District
- Phone
- 06-8786616
- admin@parkvale.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
- Required
Parkvale School has a compulsory uniform.
- Required
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
- Cross Country
Cross Country,
- Athletics
Athletics and Swimming Sports
- Swimming Sports
Athletics and Swimming Sports
- Orienteering
Orienteering,
- Hockey
Hockey,
- Miniball
Miniball,
- Cricket
Cricket,
- Tennis
Tennis,
- Touch
Touch,
- Netball
Netball,
- Weetbix Tryathlon
- Rippa Rugby
- Rugby Barefoot 10s (Yr4 - 6)
- Indoor Netball (Yr 3 - 6)
- Flippa Ball (Yr 3- 6)
- Football
Football (Yr 2 & 3)
- Kiwi Sticks Year 5/6
- Mini Sticks Y3/4
- Fun Sticks Y0-2
- Cross Country
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 228
- Māori
- 128
- Pacific
- 37
- Asian
- 116
- MELAA
- 13
- Other
- 3
- International
- 3
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 | 17 | 5 | 15 | 2 | 0 | 34 | 0 | 64 |
| Year 02 | 26 | 1 | 18 | 0 | 0 | 35 | 0 | 77 |
| Year 03 | 25 | 7 | 11 | 1 | 0 | 44 | 0 | 84 |
| Year 04 | 27 | 5 | 20 | 6 | 1 | 43 | 0 | 97 |
| Year 05 | 20 | 8 | 16 | 3 | 0 | 32 | 0 | 69 |
| Year 06 | 20 | 4 | 17 | 4 | 0 | 21 | 0 | 63 |
| Year 07 | 8 | 2 | 4 | 1 | 0 | 14 | 0 | 27 |
| Total | 143 | 32 | 101 | 17 | 1 | 223 | 0 | 481 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 16 | 5 | 15 | 2 | 0 | 33 | 0 | 62 |
| Age 06 | 25 | 1 | 17 | 0 | 0 | 33 | 0 | 73 |
| Age 07 | 27 | 6 | 12 | 1 | 0 | 40 | 0 | 82 |
| Age 08 | 27 | 7 | 20 | 6 | 1 | 49 | 0 | 105 |
| Age 09 | 17 | 7 | 16 | 3 | 0 | 31 | 0 | 64 |
| Age 10 | 23 | 4 | 18 | 5 | 0 | 22 | 0 | 69 |
| Age 11 | 8 | 2 | 3 | 0 | 0 | 15 | 0 | 26 |
| Total | 143 | 32 | 101 | 17 | 1 | 223 | 0 | 481 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
16.2%
| Parkvale School | 16.2% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 32% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 28.1% |
| Other | 0% |
| European/Pākehā | 25.1% |
| Total | 16.2% |
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
9.9%
| Parkvale School | 9.9% |
|---|---|
| Hawke's Bay Region | 6.2% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 19.6% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 51.3% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 9.9% |
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
9.6%
| Parkvale School | 9.6% |
|---|---|
| Hawke's Bay Region | 3% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 18.9% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 49.4% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 9.6% |
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
- Large urban area
- Date opened
- 31 January 1919
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
- 20 December 2022
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (20 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 20 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.
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 502 — 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.
July 2015
563
Counted while ERO’s review team was at the school. Education Review Office, report of 15 September 2015
June 2011
494
Counted while ERO’s review team was at the school. Education Review Office, report of 14 September 2011
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 December 2022 — “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 18 months of the Education Review Office and Parkvale 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
Parkvale School is in a semi-rural area on the outskirts of Hastings and provides education for students in years 1 to 6. The vision, Together, growing with P.R.I.D.E. (personal best, respect and responsibility, integrity, determination, enjoyment) and the whakatauke “Poipoia te kakano, Kia puawai nurture the seed and it will blossom, underpin all aspects of school life.
Parkvale School’s strategic priorities for improving outcomes for learners are:
student agency and authentic learning
culturally responsive pedagogy
engagement of whānau
to develop and implement systems of self-review so student outcomes are improved.
You can find a copy of the school’s strategic and annual plan on Parkvale School’s website.
ERO and the school are working together to evaluate the extent the coaching and mentoring programme has supported a positive shift in teacher practice and improved outcomes for identified target learners.
The rationale for selecting this evaluation is:
the evaluation of the coaching and mentoring programme will inform leaders of the impact of key initiatives to achieve equity and excellence for all learners.
The school expects to see:
leaders and teachers seeking evidence about the effectiveness of professional learning in terms of change in teacher practice, leading to improved learner outcomes
teachers consistently using effective teaching strategies and practices in adaptive ways to promote equitable and excellent learner outcomes.
Strengths
The school can draw from the following strengths to support its goal to evaluate the extent the coaching and mentoring programme has supported a positive shift in teacher practice and improved outcomes for identified target learner:
leaders demonstrate a clear understanding and facilitation of their roles and responsibilities. They use analysed information well to understand the impact of teaching and learning on progress and achievement
decision making is aligned to resourcing to achieve school priorities
the school has robust systems and processes in place to inform assessment practices, track and monitor and report progress and achievement outcomes.
Where to next?
Moving forward, the school will prioritise:
strengthening the coaching and mentoring model by implementing regular structured feedback through an impact coaching approach
restructure coaching and mentoring groups to build collective capability and capacity to respond to the specific needs of teachers and learners
continue to prioritise targeted resourcing for release time to ensure successful outcomes for teachers and learners.
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.
Phil Cowie Director Review and Improvement Services (Central) Central Region | Te Tai Pūtahi Nui
20 December 2022
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 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).