Havelock North and surrounding area — Future schooling provision

We're consulting on a strategy to address the effects of future population growth on the Havelock North area schooling network.

Havelock North Area Strategy

In recent years there's been significant population growth within the Havelock North and surrounding area, with further urban development planned.

In November 2017, the Ministry of Education initiated the Havelock North Area Strategy in response to anticipated population growth.

The strategy will consider all children and young people living within Havelock North and the surrounding area including the settlements of Clive, Haumoana and Waimārama.

Map of the area included in the scope of the Havelock North Area Strategy

The outcome of the strategy is to consider what property and organisational changes may be needed to support a quality education in the future.

Our review process

We're currently reviewing medium and long-term population growth, and whether the existing network of schools can accommodation this growth.

The first step is an engagement phase to enable schools, organisations, interest groups and the wider community to submit their ideas on their aspirations for future education provision in the wider Havelock North area.

Results of the survey

A survey was sent to schools and their communities in November 2018 to hear what they have to say about schools in their community and what they believe the future education needs are. These are below in the expandable sections.

If you would like to submit any further feedback on the options outlined in survey please do this by Friday, 12 April 2019 to HBArea.Strategy@education.govt.nz

What is working well within the local schools?

Common themes included; the overall quality of education in the schools and quality of teaching. Respondents also valued the range of opportunities their children had to experience a broad and engaging curriculum that included academic, cultural and sporting activities.

School leadership, the promotion of children's wellbeing, inclusion and the culture in the school were also noted. Respondents valued the proximity and accessibility of schools, their children could walk to the school down the road, and they had options for the school they chose for their children's education.

What could be done better within the local schools?

Three common themes were identified, capacity, teaching and learning and pathways and transitions.The issue for the largest number of respondents related to the student-to-teacher ratios in current classrooms. Respondents felt that there were too many students in each class, and were concerned about the impact this had on children's learning and wellbeing.

Similarly, many were concerned about overcrowding in schools, and the impact that building new classrooms might have/was having, on the space available to children for outdoor play and recreation. A number thought that new schools would ease the issues of overcrowding in the area. There was a desire from many respondents to keep schools small. A few would like zoning to be improved in relation to enforcing enrolment schemes, and/or addressing boundary issues.

Some respondents had a negative perception of current arrangements in their schools with respect to open plan classrooms, shared teaching and combining classes. Respondents also expressed a desire for greater support for children with learning needs.

A number of respondents questioned the value of intermediate schooling from the point of view that it created an unnecessary interruption to students' education. Their preference was to amalgamate Years 7 and 8 either with primary schooling, or include these students in secondary schooling as a junior high.

Range of change options to accommodate future roll growth

Respondents were asked to rank their preferences for the six options; expand existing schools, move existing school(s) to larger sites, create a new school, change which year levels are offered, increase the number of students at State Integrated schools and changes to enrolment schemes.

Expand Existing Schools

While the majority of respondents favoured the status quo, a number of responses focused on issues in current schools that included: overcrowding, the impact of expansion and the availability of recreation space for students. Respondents also expressed the view that schools are big enough at present, smaller schools are preferable, and expanding schools would impact on the culture of the school, including impacting on children’s wellbeing and sense of belonging.

Move Schools

There was a very clear preference for not moving schools. The predominant reasons were the expense of moving schools to new sites, and the fact that this option would not address the underlying issue of lack of capacity for current and future students. Some respondents felt that schools were currently well-located, and that a move would be detrimental to the culture of the school. Those in favour of this option felt that moving would create opportunities to consider new provisions for students.

Create New School(s)

Respondents were generally in favour of creating a new school to manage a variety of current school issues. Many of those respondents saw the creation of new schools as a necessary action to manage overcrowding, and to deal with future population growth in the area. Many respondents have concerns about the current size of schools in the area, and the impact this has on learners and teachers. Some responses referred to the creation of a new school as an opportunity to explore different schooling options to meet the range of diverse learner needs.

Those who did not prefer the establishment of a new school, thought that other current options could be examined, such as exploring under-utilized capacity in some schools, and improving zoning, before a new school was set up. Respondents also felt that better use of existing resources would also be beneficial in managing the current issues of overcrowding.

Change Year Levels

The feedback from respondents on this question focused on schooling at Years 7 and 8. While some respondents are happy with the status quo, several respondents expressed the view that intermediates were not appropriate and were disruptive, unnecessary, costly, and not an appropriate provision for adolescent students. In their view, a better option is to include Years 7 and 8 either with primary school, or as part of a Junior high school arrangement.

Increase the number of students at State Integrated schools

This was generally not a preferred option. Respondents did not want the current integrated school culture to change as a result of greater access by families. They favoured a state education system that provided access for all students. Some respondents were puzzled by how it would be feasible to implement an increase in the school rolls of integrated schools.

Those in favour of increasing the number of enrolments in integrated schools held the belief that some integrated schools had the space to take additional students, however the current enrolment processes made it difficult to access education for their children.
This option would create greater opportunities for all families to access a range of schooling options.

Change to enrolment schemes

Respondents were divided in roughly equal proportions about whether the current zoning arrangement was/was not working. Changing enrolment zones might not solve the problems communities and schools are facing. Some respondents expressed the view that they wanted choice about where to send their children to school.


In light of the survey feedback we have received regarding the range of available options to address the issues identified, creating new school(s) and changing year levels were the most preferred options by the respondents.

The impacts of these options both to the local schools and community will need to be carefully considered.

We received a good representation of respondents from the community, therefore we don’t believe it is necessary to undertake another survey at this time, as previously planned. In the near future, we may need to engage with the community and sector further to consider the detail of the proposed options that will be presented to the Minister.

However, if you would like to submit any further feedback on the proposed options listed above, please do this by Friday, 12th of April 2019 to HBArea.Strategy@education.govt.nz.

We greatly appreciate the time and effort people took in responding to the survey and their willingness to participate in the consultation process. The feedback will assist us in shaping the final proposal.

Next steps

We greatly appreciate the time and effort people took in responding to the survey and their willingness to engage with us in the discussion around future education needs in your community. The feedback will assist us in shaping the final proposal. The report, seeking approval to begin formal consultation on proposed changes is due to the Minister of Education in May 2019.

Background documents

Overview — Current Education Provision [PDF, 751 KB]

Future Urban Development — Heretaunga Plains Urban Development Strategy(external link)

Hastings/Havelock North Area Long Term School-Age Population Growth Projections 2018-2038 [PDF, 845 KB]

Projected Population Change (by Area Unit) for children and young people aged 5-19 years (2018-2028) [PDF, 2.6 MB]

Education Services in Havelock North and surrounding areas

There are 37 early learning providers in the area offering a range of services from 0-6 years. There are also 11 schools in the area, including state, state integrated, private and single sex schools.

Map of Havelock North Village showing the location of local schools and early learning services

Different types of primary and intermediate schools in New Zealand(external link) 

School Name



Clive School

Contributing (Yr 1-6)


Haumoana School

Contributing (Yr 1-6)


Hereworth School

Full Primary (Yr 1-8)


Havelock North Intermediate

Intermediate (Yr 7-8)


Havelock North High School

Secondary (Yr 9-13)


Havelock North Primary School

Contributing (Yr 1-6)


Iona College

Secondary (Yr 7-13)

State Integrated

Lucknow School

Contributing (Yr 1-6)


Te Mata School

Contributing (Yr 1-6)


Waimarama School

Contributing (Yr 1-6)


Woodford House

Secondary (Yr 7-13)

State Integrated

Our engagement process

We've held our first public and sector engagement sessions for the development of an Education Area Strategy for Havelock North.

The purpose was to consider the medium and long-term population growth in Havelock North to ensure any future growth can be accommodated and support positive educational outcomes for children and young people.

There were 2 events held on Tuesday 27 March 2018 in Havelock North attended by more than 50 representatives from schools, organisations and interest groups.

The Ministry presented a summary of the current patterns and trends and predicted future growth within the Strategy area to help inform discussion

Presentation — Future Schooling Provision, 27 March 2018 [PDF, 2.2 MB]

The purpose of the sessions was to gather a wide representation of views to help us identify:

  • strengths and opportunities within the area
  • ways to engage with the wider community
  • the possible composition of a reference group.

Havelock North Area Strategy Reference Group

A Reference Group was established to support the engagement process and to help formulate potential options to enhance the educational offerings in the wider Havelock North network.

The composition of the Reference Group was based on feedback from the sessions held in March 2018. The members were nominated by the organisations they represent.

The group is chaired by Geraldine Travers, a Hastings District Councillor for Hastings/Havelock North, MNZM and JP. The other members of the Reference Group are:

  • Ngati Kahungunu Iwi Inc. — Myra Barber
  • Heretaunga Kindergarten Association — Fiona Mason (General Manager)
  • Hawke’s Bay Primary Principals’ Association representative — Maurice Rehu (President) and Principal of Irongate School
  • Hawke’s Bay Secondary Schools Principals’ Association representative — Daniel Murfitt (William Colenso College Principal)              

Havelock North Area Strategy Reference Group member profiles
Terms of reference — Future Schooling Provision Havelock North and surrounding area Reference Group [PDF, 285 KB]

Face-to-face sessions

In May 2018 we ran drop-in sessions in Havelock North, Clive, Haumoana and Waimarama. The purpose was for people to learn more about:

  • what the current education offerings are, and
  • future growth development. 

Engagement plan

Based on the feedback from these hui, we've developed the Havelock North Area Strategy Engagement Plan.

Engagement Plan for Havelock North Area Strategy

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