Te Mata School (Havelock North)
Contributing · State
- Year levels
- 1–6
- Total roll
- 521
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 7 Nimon Street, Havelock North
- Territorial authority
- Hastings District
- Phone
- 06-8777246
- admin@temata.school.nz
- Website
- http://www.temata.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
No matter where we are—at school or out in our community — we wear it to look sharp, represent our school and to carry ourselves with confidence.
- Required
- Term dates
- Term 1, 2026: Monday 2nd February – Thursday 2nd April
Monday 2nd February - First day of 2026 for the children. (normal start time 8.45am). Friday 6th February - Waitangi Day, no school. Thursday 2nd April - Last day of Term 1.
- Term 2, 2026: Monday 20th April – Friday 3rd July
Term 2 Monday 20th April - First day of Term 2. Monday 27th April - Anzac Day Public Holiday (Observed), no school. Anzac Day falls on Saturday 25th April. Tuesday 28th April - Teacher Only Day, no school. Monday 1st June - King's Birthday, no school. Friday 3rd July - Last day of Term 2.
Year stated asFirst day of 2026 for the children
- Term 3, 2026: Monday 20th July – Friday 25th September
Term 3 Monday 20th July - First day of Term 3. Friday 21st August - Teacher Only Day, no school. Friday 25th September - Last day of Term 3.
Year stated asFirst day of 2026 for the children
- Term 4, 2026: Monday 12th October – Tuesday 15th December
Term 4 Monday 12th October - First day of Term 4. Friday 23rd October - Hawke's Bay anniversary, no school. Monday 26th October - Labour day, no school. Tuesday 15th December - Last day of Term 4.
Year stated asFirst day of 2026 for the children
- Term 1, 2026: Monday 2nd February – Thursday 2nd April
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.
- Voluntary donation
- $270 per child, 2026
This year, we kindly ask for a parent donation of $270 per child.
- $270 per child, 2026
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
- Water Polo
| Water Polo | Year 3/4 Year 5/6 |
- Miniball Year 3 & 4 3 V 3 Game
| Miniball Year 3 & 4 3 V 3 Game
- Miniball Year 5 & 6 5 V 5
| Miniball Year 5 & 6 5 V 5
- Miniball Year 0,1 & 2
| Miniball Year 0,1 & 2 | Year 0,1 & 2 |
- Touch
| Touch | Years 0,1&2 3 & 4 5 & 6 Mixed |
- Futsal
| Futsal TBC we are waiting to hear from Central Football |
- Netball
| Netball | Year 0,1,2 |
- Funsticks Hockey
- Year 3/4/5/6 Hockey
- Orienteering Club
Children are expected to have participated in some of the 'O' series (see below) before entering Orienteering Club.
- Hawke's Bay School's Middle-distance Champs
Hawke's Bay School's Middle-distance Champs: Sun 24th May.
- Hawke's Bay School's Long-distance Champs
Hawke's Bay School's Long-distance Champs: Sun 21st Jun.
- Water Polo
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 462
- Māori
- 40
- Pacific
- 8
- Asian
- 35
- MELAA
- 22
- 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 | 10 | 3 | 5 | 2 | 0 | 62 | 0 | 69 |
| Year 02 | 12 | 4 | 6 | 5 | 1 | 64 | 0 | 75 |
| Year 03 | 8 | 1 | 4 | 1 | 1 | 64 | 0 | 71 |
| Year 04 | 14 | 1 | 7 | 4 | 0 | 96 | 0 | 108 |
| Year 05 | 12 | 1 | 6 | 4 | 0 | 70 | 0 | 80 |
| Year 06 | 14 | 2 | 8 | 6 | 0 | 88 | 0 | 102 |
| Year 07 | 0 | 0 | 0 | 1 | 0 | 16 | 0 | 17 |
| Total | 70 | 12 | 36 | 23 | 2 | 460 | 0 | 522 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 10 | 3 | 5 | 2 | 0 | 61 | 0 | 68 |
| Age 06 | 11 | 4 | 6 | 4 | 1 | 63 | 0 | 73 |
| Age 07 | 9 | 1 | 4 | 2 | 1 | 65 | 0 | 73 |
| Age 08 | 14 | 1 | 7 | 4 | 0 | 95 | 0 | 107 |
| Age 09 | 10 | 0 | 6 | 4 | 0 | 68 | 0 | 78 |
| Age 10 | 16 | 3 | 8 | 6 | 0 | 91 | 0 | 105 |
| Age 11 | 0 | 0 | 0 | 1 | 0 | 17 | 0 | 18 |
| Total | 70 | 12 | 36 | 23 | 2 | 460 | 0 | 522 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
4.8%
| Te Mata School (Havelock North) | 4.8% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 8.6% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 5.3% |
| Total | 4.8% |
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%
| Te Mata School (Havelock North) | 0% |
|---|---|
| Hawke's Bay Region | 6.2% |
| 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%
| Te Mata School (Havelock North) | 0% |
|---|---|
| Hawke's Bay Region | 3% |
| 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)
- 394
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 2 February 1958
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
- 29 January 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (29 January 2025)
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 29 January 2025 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 29 January 2025 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
Te Mata School is located in Havelock North and provides for learners in Years 1-6. The school values of tuakiritanga (belonging), manaakitanga (respect and kindness), whakapuawai (personal excellence) and auahatanga (creativity and innovation) underpin the vision of having a community of curious, courageous and confident learners .
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the previous ERO report of July 2022 ERO and the school agreed to evaluate how effectively learners are empowered to develop social, cultural and emotional competencies to care for self, others, establish positive relationships and respond to challenge.
Expected Improvements and Findings
The school expected to see:
The continued growth in positive learner outcomes and engagement through the development of social and emotional capabilities.
A sustained trajectory of improvement for learners’ wellbeing, engagement and achievement is evident over time.
Learners are well supported in building their social and emotional capabilities through explicit and intentional processes, practices and activities; learners demonstrate an awareness of themselves that supports their learning.
Other Findings
During the course of the evaluation, it was found that the development of a localised wellbeing curriculum promoted and supported student engagement and positive learner outcomes.
The greatest shift that occurred in response to the school’s actions is the systematic, explicit attention to students’ social and emotional needs that has positively impacted on engagement. This has contributed to learner-focused classrooms, enabling leaders and teachers to provide greater levels of support for those students who need this most, in partnership with whānau.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Learning and wellbeing outcomes for learners are increasingly equitable and excellent.
Achievement information for 2023 showed that most students achieve at or above curriculum expectations in reading, writing and mathematics; achievement information for 2024 indicates a continued trajectory of improvement.
Wellbeing data collected by the school shows learners have a strong sense of belonging; they are well supported through positive relationships within a caring, inclusive environment.
The school is approaching the Ministry of Education target for regular attendance; strategies to improve attendance are focused on building positive relationships with students and whānau to promote engagement in learning.
Conditions to support learner success
Strategic and purposeful leadership builds and sustains improvement to systems, processes, teaching and learning.
Leadership builds and sustains a culture of relational trust at all levels of the school, providing conditions for collaboration that continuously improve student outcomes.
Leaders establish and communicate clear expectations for high quality teaching and learning with a focus on inclusion; reducing barriers to learning is at the forefront of teaching practice.
Well-analysed achievement and wellbeing information informs leaders’ considered decision making that improves student outcomes; this includes cohesive, ongoing development of structured literacy and mathematics approaches across the school.
High quality teaching practice is increasingly adaptive to learner needs, through a curriculum that emphasises wellbeing and foundation skills in literacy and mathematics.
Teachers know learners well and work collaboratively to provide purposeful, well-paced evidence-based learning programmes that support all learners; continuing to strengthen culturally responsive practice is a planned next step.
Appropriate high-quality assessment information is well used to inform learner, class and whole-school insights into learner progress over time and determining next steps.
The curriculum is coherent for learners as they move through year levels, reflects local contexts and provides students with a wide range of rich learning opportunities; continuing to support the integration of te reo Māori, tikanga Māori and mātauranga Māori is a planned next step .
The school has well established conditions, practices and programmes that prioritise and promote learners’ wellbeing, learning and engagement for success.
Professional learning in wellbeing, structured literacy and mathematics is well aligned to improvement goals and maintained until practices are fully embedded into everyday teaching; this approach sustains a culture of high-quality teaching and learning.
The board represents and works well with the school community to develop the school’s vision, strategic direction and reflect community aspirations for student outcomes; strengthening the involvement of whānau and iwi in decision-making is a planned next step.
Students with additional learning needs are identified and well supported within the school and through positive relationships with external agencies; their progress and achievement are closely monitored and reported to parents, whānau and the board.
Collective capacity in evaluation, inquiry and knowledge building, increasingly supports improvement and innovation; evidence from a wide range of sources informs strategic decision-making and to know where improvement is needed.
Part C: Where to next?
The agreed next steps for the school are to:
continue using the strategies in place to improve attendance rates for all learners
sustain focus on equitable and excellent outcomes for all learners
strengthen the integration of te ao Māori , tikanga Māori and mātauranga Māori to further support learners’ strengths, identity and culture
continue to strengthen culturally responsive teaching to support and promote student learning.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
analyse attendance data and measure progress towards improving regular attendance for all groups of learners
gauge the progress in integration of te ao Māori in the curriculum and associated teacher professional development needs
Every six months:
monitor the effectiveness of strategies to increase and sustain regular attendance and respond accordingly
Annually:
evaluate, and report to the board progress against targets and actions in the school’s annual plan, including attendance, to inform next steps to sustain and improve learner achievement, wellbeing and engagement outcomes
determine the extent to which te ao Māori, tikanga Māori , and mātauranga Māori are integrated and meets the aspirations of whānau and iwi
evaluate the impact of professional learning in strengthening culturally responsive teaching practices to inform ongoing decisions.
Actions taken against these next steps are expected to result in:
sustained equitable and excellent learner outcomes
improved regular student attendance
te ao Māori, tikanga Māori, and mātauranga Māori increasingly integrated within an embedded responsive curriculum that meets the needs and aspirations of all learners and their whānau.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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
Shelley Booysen Director of Schools
29 January 2025
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).