Haeata Community Campus - 04/10/2019

School Context

Haeata Community Campus is a Year 1 to 13 state co-educational school in Christchurch. Of the roll of 670, 52% of students identify as Māori, and 13% as Samoan or Tongan. Students are grouped into two learning areas: Tuakana for students in Years 7 to 13; and Teina for students in Years 1 to 6. Teina includes Kōmanawa (the bi-lingual unit).

This is the first full education review of the school by ERO. Since the ERO Assurance Review in 2018, a community-elected board of trustees has been formed. School leadership has remained the same.

The school’s vision is ‘Extraordinary learning, wellbeing and community engagement’. Its mission is to have a safe inclusive community where learning is meaningful and personal. The vision and the mission are underpinned by the school’s values of success, service, manaakitanga/kindness, alofa/love and hanga whare/self determination.

The school has also established desired outcomes for students that include communication fluency, transdisciplinary learning, intrapersonal skills, te ao Māori knowledge, and hauora/wellbeing.

To support the vision and desired outcomes, the school’s 2019 targets focus on wellbeing/pastoral care, personal plans for students, leaver data, enrolment and retention, and achievement.

Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:

  • Years 1 to 10 communication fluencies, particularly reading, writing and mathematics, and other learning areas of the New Zealand Curriculum (NZC)
  • Years 11 to 13 achievement and progress within the New Zealand Qualifications Framework
  • student wellbeing and engagement.

The Ministry of Education is funding a mentoring programme to support Māori and Pacific students achieve the NCEA Level 2 qualification. At all year levels, students’ wellbeing and learning are supported by a wide range of community and external agency partnerships.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is working towards achieving equitable and excellent outcomes for all its students. Achievement is still at low levels and needs to be lifted significantly for all groups of students, including Māori and Pacific. This continues to be a major focus for the school.

Reports to the board in 2018 show that an increasing number of students in Years 2 to 10 achieve at or above curriculum expectations in reading and writing. At the end of 2018, around half of these students were achieving at or above expectations, and a quarter were achieving at or above expectations in mathematics. There were variable levels of achievement across other NZC learning areas.

School NCEA information shows an early trend of increasing achievement between 2017 and 2018. Progress data for 2019 indicates this improving trend is likely to continue in 2019.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school can show effective acceleration for groups of students who have been part of a specific approach or intervention. Leaders have yet to develop effective processes for accelerating the progress of other learners who are below curriculum expectations.

In 2019 to date, literacy has been lifted to satisfactory levels for 30% of the identified students in Years 2 and 3.

Information related to hauora/wellbeing shows that the school has increased attendance and significantly decreased serious incidents, suspensions and exclusions.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Building positive relationships remains a high priority for the school. Students benefit from the strong caring relationships that teachers, leaders and other staff establish with them and their whānau.

Kōmanawa initiatives are successfully engaging parents and whānau in learning within a te reo Māori environment.

The Hauora team work effectively with external agencies to provide specialist support for students who need this. These relationships help students to have a sense of identity and belonging to their school. They support the school’s focus on social and collaborative learning.

The school has developed an approach to teaching and learning (learning design) that is strongly aligned to the vision and desired outcomes. Key features of the learning design include:

  • personalised learning programmes that focus on developing the whole person

  • provision of a wide variety of learning opportunities tailored to the strengths and interests of students

  • flexible learning spaces that support students to make choices in their learning

  • relevant and meaningful learning beyond school

  • use of community resources to supplement learning within the school.

Structures and organisation for curriculum delivery are established. School leaders are now focusing on consistent and high quality implementation of these structures and systems. An example of a positive outcome in this regard is a 2018 national external audit that identified significant improvements to the school’s management and moderation of NCEA assessment. This audit determined that the school is meeting the requirements of the New Zealand Qualifications Authority.

Leaders and teachers are increasingly responsive to learning information gathered from students’ participation in additional classes and interventions. Students are well supported to cope with the new learning environment.

School leaders have a culture of reflection that leads to well-considered modifications to further promote the school priorities of student wellbeing and learning. In the best examples of internal evaluation, the school has used a strategic and evidence-based approach to improve engagement of identified students. Improvements have resulted in clarity of systems, processes, roles and expectations of teachers and learners, especially in wellbeing for learning. There is now greater consistency of practices to optimise learning opportunities, particularly in the Tuakana area of the school.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Leaders need to continue to develop and embed effective teaching and assessment practices by ensuring curriculum expectations are implemented consistently and to a high standard across the school. Learning and assessment information of individual students should be used to determine sufficiency of their progress over time, and to respond appropriately where required.

Trustees, leaders and teachers can then use information gained from good quality assessment practices (both qualitative and quantitative) to know how well students, including Māori and Pacific, are progressing towards, and achieving, the school’s desired outcomes. Robust analysis of this assessment will enable the school to identify and make decisions about what is contributing to students’ learning success and what needs improving. It will also help the board, leaders and teachers to better understand the impact of the school’s teaching approaches and practices on learning progress and other outcomes for all students.

As well, the improved analysis of learning data will better support school leaders and trustees to inform focused:

  • target setting, and regularly reporting progress against these targets to the board

  • resourcing priorities for students’ wellbeing and personalised learning needs

  • professional learning and development that is tailored to extend the strengths and meet the interests, aspirations and progressive learning pathways of all students across their time at the school.

Leaders should:

  • in consultation with whānau, develop a strategic direction, philosophy, achievement expectations and learning design for Kōmanawa, and for Pacific students

  • ensure that appraisal practices cohesively and consistently reflect the school’s expectations to meet the requirements of the NZ Teaching Council.

3 Board Assurance on Legal Requirements

Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • finance
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Haeata Community Campus’s performance in achieving valued outcomes for its students is: Developing.

ERO’s Framework: Overall School Performance is available on ERO’s website.

ERO will maintain an ongoing relationship with the school to build capacity and evaluate progress.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • a sound and articulated vision that is building a strong foundation for students’ learning
  • meaningful relationships within its school community
  • strategic and evidence-based internal evaluation.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • continuing to raise the rates of learning progress and achievement of all students
  • ensuring assessment information is appropriately used to show how well the school’s desired outcomes are being met at junior and senior levels of the school
  • using well analysed outcome data for purposeful and focused school-wide planning
  • in consultation with whanau, developing a strategic direction, philosophy, achievement expectations and learning design for Kōmanawa, and for Pacific students.

Dr Lesley Patterson

Director Review and Improvement Services Southern

Southern Region

4 October 2019

About the school



Ministry of Education profile number


School type

Composite (Years 1 to 13)

School roll


Gender composition

Boys: 54% Girls: 46%

Ethnic composition

Māori: 52%
NZ European/Pākehā: 29%
Pacific: 13%
South East Asian: 4%
Other ethnicities 2%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Number of Māori medium classes


Total number of students in Māori medium (MME)


Number of students in Level 2 MME


Review team on site

July 2019

Date of this report

4 October 2019

Most recent ERO report

New School Assurance Report July 2018