St Matthew's Primary School (Hastings)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 155
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 200 King Street South, Hastings
- Territorial authority
- Hastings District
- Phone
- 06-8764958
- admin@stmatthewsprimary.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hastings · schools in Hawke’s Bay
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.
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
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.
- Special character
- We are an Anglican integrated school and are the parish school of St Matthew's Church Hastings.
- International students
- Accepted, as stated
We are a signatory to the Code of Practice for the Pastoral Care of International Students. Should you be interested in this enrolment form, please contact Andrew Eagle (Principal) for our International Student information package.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 14
- Māori
- 13
- Pacific
- 34
- Asian
- 100
- MELAA
- 2
- 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 | 1 | 5 | 14 | 0 | 0 | 2 | 0 | 20 |
| Year 02 | 3 | 6 | 11 | 0 | 0 | 3 | 0 | 19 |
| Year 03 | 3 | 5 | 10 | 0 | 0 | 0 | 0 | 18 |
| Year 04 | 4 | 1 | 9 | 0 | 0 | 3 | 0 | 15 |
| Year 05 | 4 | 3 | 9 | 2 | 0 | 3 | 0 | 19 |
| Year 06 | 1 | 5 | 16 | 1 | 0 | 3 | 0 | 23 |
| Year 07 | 2 | 6 | 14 | 1 | 1 | 4 | 0 | 23 |
| Year 08 | 4 | 5 | 10 | 0 | 0 | 2 | 0 | 20 |
| Total | 22 | 36 | 93 | 4 | 1 | 20 | 0 | 157 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 4 | 14 | 0 | 0 | 2 | 0 | 19 |
| Age 06 | 3 | 7 | 11 | 0 | 0 | 3 | 0 | 20 |
| Age 07 | 3 | 4 | 10 | 0 | 0 | 0 | 0 | 17 |
| Age 08 | 4 | 2 | 9 | 0 | 0 | 3 | 0 | 16 |
| Age 09 | 4 | 3 | 7 | 2 | 0 | 2 | 0 | 16 |
| Age 10 | 1 | 5 | 18 | 1 | 0 | 4 | 0 | 26 |
| Age 11 | 2 | 4 | 11 | 1 | 1 | 4 | 0 | 19 |
| Age 12 | 3 | 4 | 11 | 0 | 0 | 1 | 0 | 18 |
| Age 13 | 1 | 3 | 2 | 0 | 0 | 1 | 0 | 6 |
| Total | 22 | 36 | 93 | 4 | 1 | 20 | 0 | 157 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| St Matthew's Primary School (Hastings) | 0% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| 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%
| St Matthew's Primary School (Hastings) | 0% |
|---|---|
| Hawke's Bay Region | 6.2% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| 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%
| St Matthew's Primary School (Hastings) | 0% |
|---|---|
| Hawke's Bay Region | 3% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| 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)
- 436
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 22 January 1995
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
- 2
- Last reviewed
- 31 October 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 31 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
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 155 — 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.
May 2018
133
Counted while ERO’s review team was at the school. Education Review Office, report of 28 June 2018
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 31 October 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.
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
St Matthew’s Primary School is in Hastings and provides education for learners in Years 1 to 8. In 2024, the school roll was 154. 55% of learners identify as Asian, 22% identify as having Pacific heritage, 18% identify as New Zealand European | Pākehā , and 14% identify as Māori . The school’s values are belonging, resilience, integrity, and caring and are underpinned by the school’s Anglican faith-based character.
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
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? Success and progress for all learners is increasing.
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 rich opportunities to learn across the breadth and depth of the curriculum. There is a 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 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 A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are not yet 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.
The small majority of learners attend school regularly.
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
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.
Teachers are developing assessment information 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 to some extent 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 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
Students experience a strong sense of belonging and connection to the school values. A well-established culture of inclusion and acceptance supports the cultural and religious diversity of students and fosters positive, respectful relationships.
Students benefit from a rich curriculum supported by engaging classroom programmes and explicit teaching practices.
Structured approaches to literacy and mathematics are consistently implemented.
A range of learning needs including the needs of a large number of English Language learners are comprehensively supported.
Strategic and cohesive leadership drives improvement and fosters a shared responsibility for student learning and wellbeing.
Professional learning is collaborative and responsive to student needs, building capability across the school.
Key priorities
Increase regular student attendance.
Develop the use of evaluation processes to analyse data and identify strategies to improve equity in student achievement outcomes in reading, writing and mathematics.
Build stronger partnerships between students, whānau and teachers through shared decision making in learning.
Actions to bring about improvement
Within six months:
the School Board and leaders identify achieving the Government's 2030 targets for reading, writing, and mathematics as a key strategic priority in school planning
leaders implement an attendance plan and monitor student attendance rates and progress against the plan
Every six months:
leaders and teachers analyse progress towards achievement targets in reading, writing and mathematics for all groups of students and develop strategies to respond to identified needs
teachers support students to set learning goals in collaboration with whānau
Annually:
the Board and leaders review the impact of the attendance plan to inform next steps for continued improvement
the Board and leaders review student progress to inform decisions about improving equity in achievement for all groups of students
teachers embed student-led goal setting in collaboration with whānau as a consistent schoolwide practice.
Expected outcomes
The school meets the Government target of 80% regular attendance.
Increased equity in reading, writing and mathematics achievement across all student groups, informed by targeted evaluation processes.
Students are confident and active participants in their learning and are supported by strong partnerships with whānau that promote shared ownership of progress and success.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.
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 some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Actions for Compliance
ERO has identified the following area of non-compliance during the board assurance process:
obtain a police vet for every person whom the Board appoints or intends to appoint to a position at the school before the person’s employment or engagement at the school begins [s104 Education and Training Act, 2020 ].
The Board has since addressed the area of non-compliance identified.
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 was one international student attending the school, and no exchange students. The school has systems and practices to support the quality of education and care of international students. Students’ progress and achievement is monitored, and they integrate well into the school’s education 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
31 October 2025
Read the full report on ero.govt.nz →
All 2 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).