Awakeri School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 335
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 974 State Highway 30, Whakatane
- Territorial authority
- Whakatane District
- Phone
- 07-3049506
- admin@awakeri.school.nz
- Directions
- Get directions
Other schools nearby: schools in Bay of Plenty
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.
- How to enrol
- https://etap.co.nz/OnlineEnrolment/EnrolmentForm/?access=1691:0
Our [enrolment form is also available online](https://etap.co.nz/OnlineEnrolment/EnrolmentForm/?access=1691:0)
- https://etap.co.nz/OnlineEnrolment/EnrolmentForm/?access=1691:0
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
- kapa haka
Our kapa haka reaches large numbers each year and we always get goose bumps watching them perform!
- mini productions
We have regular mini productions within the school, involving individual or combined syndicates.
- Jump Jam
Jump Jam is a popular way for children to develop their dance along with increasing their fitness level.
- band
The band caters for students from years 5-8.
- athletics
Awakeri participates in interschool, EBOP and BOP competitions and tournaments in athletics, cross country, soccer, hockey, rugby, netball, swimming, AIMS games cross country.
- cross country
Awakeri participates in interschool, EBOP and BOP competitions and tournaments in athletics, cross country, soccer, hockey, rugby, netball, swimming, AIMS games cross country.
- soccer
Awakeri participates in interschool, EBOP and BOP competitions and tournaments in athletics, cross country, soccer, hockey, rugby, netball, swimming, AIMS games cross country.
- hockey
Awakeri participates in interschool, EBOP and BOP competitions and tournaments in athletics, cross country, soccer, hockey, rugby, netball, swimming, AIMS games cross country.
- rugby
Awakeri participates in interschool, EBOP and BOP competitions and tournaments in athletics, cross country, soccer, hockey, rugby, netball, swimming, AIMS games cross country.
- netball
Awakeri participates in interschool, EBOP and BOP competitions and tournaments in athletics, cross country, soccer, hockey, rugby, netball, swimming, AIMS games cross country.
- swimming
Awakeri participates in interschool, EBOP and BOP competitions and tournaments in athletics, cross country, soccer, hockey, rugby, netball, swimming, AIMS games cross country.
- AIMS games cross country
Awakeri participates in interschool, EBOP and BOP competitions and tournaments in athletics, cross country, soccer, hockey, rugby, netball, swimming, AIMS games cross country.
- football
We also have active football, netball and hockey clubs.
- kapa haka
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 255
- Māori
- 104
- Pacific
- 7
- Asian
- 25
- MELAA
- 6
- 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 | 11 | 1 | 1 | 2 | 0 | 35 | 0 | 44 |
| Year 02 | 11 | 2 | 5 | 1 | 0 | 29 | 0 | 41 |
| Year 03 | 14 | 0 | 1 | 1 | 2 | 36 | 0 | 48 |
| Year 04 | 19 | 0 | 3 | 3 | 0 | 32 | 0 | 46 |
| Year 05 | 12 | 2 | 5 | 1 | 1 | 36 | 0 | 47 |
| Year 06 | 9 | 0 | 3 | 0 | 0 | 36 | 0 | 41 |
| Year 07 | 9 | 2 | 2 | 0 | 0 | 22 | 0 | 31 |
| Year 08 | 7 | 0 | 1 | 1 | 0 | 16 | 0 | 22 |
| Total | 92 | 7 | 21 | 9 | 3 | 242 | 0 | 320 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 11 | 1 | 1 | 2 | 0 | 32 | 0 | 41 |
| Age 06 | 10 | 2 | 4 | 1 | 0 | 29 | 0 | 39 |
| Age 07 | 14 | 0 | 2 | 1 | 2 | 38 | 0 | 51 |
| Age 08 | 19 | 0 | 3 | 3 | 0 | 33 | 0 | 47 |
| Age 09 | 11 | 2 | 5 | 1 | 1 | 33 | 0 | 44 |
| Age 10 | 12 | 0 | 3 | 0 | 0 | 38 | 0 | 44 |
| Age 11 | 8 | 2 | 1 | 0 | 0 | 20 | 0 | 28 |
| Age 12 | 7 | 0 | 2 | 1 | 0 | 16 | 0 | 23 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Total | 92 | 7 | 21 | 9 | 3 | 242 | 0 | 320 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
95.4%
| Awakeri School | 95.4% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 33.5% |
|---|---|
| Male | 158% |
| Māori | 168.6% |
| Pacific | 0% |
| Asian | 82.8% |
| Other | 0% |
| European/Pākehā | 83.9% |
| Total | 95.4% |
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
8.8%
| Awakeri School | 8.8% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 17.3% |
| Māori | 34.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 12% |
| Total | 8.8% |
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%
| Awakeri School | 0% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Full Primary | 1.7% |
| 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)
- 447
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1913
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
- 14 April 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 14 April 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for students 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 335 — 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.
October 2018
366
Counted while ERO’s review team was at the school. Education Review Office, report of 10 April 2019
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 14 April 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.
About the School
Awakeri School provides education for students in Years 1 to 8. The school’s roll is approximately 340, with 28 percent of students of Māori descent. The school’s vision of Be the Best You Can Be | Creating Channels of Learning for Life is underpinned by the values of Mahi tahi | Working together, Ngākau māhaki | Always positive, Manaakitanga | Kind, Hīranga | Excellence, Manawanui | Resilience, and Motuhake | Independent .
How well placed is the school to promote educational success and wellbeing?
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 sufficient 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Attendance
The school is behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
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 Government reading, writing and mathematics targets and is likely to meet them by 2030.
Part B - Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Students have a strong sense of wellbeing and pride in their school and experience meaningful learning opportunities that result in increased engagement and positive relationships.
Leadership promotes a strong culture of professional learning and development among staff that enhances curriculum knowledge and teaching practices.
Structured literacy and mathematics programmes are well embedded throughout the school and student outcomes are increasingly equitable.
The board and leaders use evidence from different sources, including community consultation and student achievement information, to evaluate and inform the school’s strategic direction, with a focus on continuous improvement.
Key priorities and actions for improvement
The agreed next steps for the school are to:
strengthen teachers’ collective knowledge and delivery of teaching and learning strategies that enable students to lead their own learning, supporting more equitable and excellent outcomes for all learners in literacy and mathematics
embed the integration of te reo Māori , tikanga Māori and mātauranga Māori so that staff and learners continue to develop confidence in their understanding and knowledge of Aotearoa New Zealand
monitor initiatives to improve and sustain higher levels of regular attendance for all students.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
provide teachers with relevant professional learning opportunities that support consistent approaches to student-led learning that supports improved progress and achievement
review the integration of te reo Māori , tikanga Māori and mātauranga Māori across the school to increase staff and students’ understanding and use
monitor rates of student attendance to know the impact of initiatives and inform further school actions
Annually:
review and report to the board on student attendance, progress and achievement information and the impact of teachers’ professional learning on increasing student outcomes in literacy and mathematics
evaluate progress with embedding te reo Māori , tikanga Māori and mātauranga Māori across the school to strategically plan next steps.
Actions taken against these next steps are expected to result in:
enhanced student progress and achievement for all groups of learners, with confident students able to discuss their own learning and determine their next steps
learners and teachers confident in their understanding and use of te reo Māori , tikanga Māori and mātauranga Māori
sustained and increased regular student attendance.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
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 areas of non-compliance during the board assurance process:
all registered teachers, including those employed part-time, have completed the online mandatory module for understanding the rules and guidelines for physical restraint [s101 Education and Training Act 2020]
safety checks of school employees must comply with the requirements for a risk assessment. [Schedule 4, no 9(2b) Education and Training Act 2020, s31 (1) Children’s Act 2014].
The board has since addressed the areas of non-compliance identified.
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 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
Sharon Kelly Director of Schools (Acting)
14 April 2025
Education Counts
This 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 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).