Awapuni School (P North)
Contributing · State
- Year levels
- 1–6
- Total roll
- 100
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 18 Rochester Street, Awapuni, Palmerston North
- Territorial authority
- Palmerston North City
- Phone
- 06-3581735
- admin@awapuni-primary.school.nz
- Directions
- Get directions
Other schools nearby: schools in Palmerston North · schools in Manawatū-Whanganui
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.
- School day starts
- 8:45am
8:45am School day begins
- 8:45am
- School day ends
- 3:00pm
3:00pm School day ends
- 3:00pm
- Uniform
- Required
Students are required to have full school uniform before they start.
- Required
- Term dates
- Term 1, 2026: Mon, 02 February – Thurs, 02 April
Term 1 Mon, 02 February – Thurs, 02 April
Year stated asTerm Dates 2026
- Term 2, 2026: Mon, 20 April – Fri, 03 July
Term 2 Mon, 20 April – Fri, 03 July
Year stated asTerm Dates 2026
- Term 3, 2026: Mon, 20 July – Fri, 25 September
Term 3 Mon, 20 July – Fri, 25 September
Year stated asTerm Dates 2026
- Term 4, 2026: Mon, 12 October – Wed, 16 December
Term 4 Mon, 12 October – Wed, 16 December
Year stated asTerm Dates 2026
- Term 1, 2026: Mon, 02 February – Thurs, 02 April
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 37
- Māori
- 58
- Pacific
- 17
- Asian
- 16
- MELAA
- 1
- 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 | 6 | 1 | 2 | 0 | 0 | 5 | 0 | 12 |
| Year 02 | 8 | 5 | 3 | 0 | 0 | 6 | 0 | 13 |
| Year 03 | 10 | 4 | 7 | 0 | 0 | 6 | 0 | 21 |
| Year 04 | 9 | 3 | 3 | 0 | 0 | 6 | 0 | 16 |
| Year 05 | 10 | 5 | 1 | 0 | 0 | 6 | 0 | 17 |
| Year 06 | 12 | 5 | 5 | 0 | 0 | 1 | 0 | 21 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 56 | 23 | 21 | 0 | 0 | 30 | 0 | 101 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 1 | 2 | 0 | 0 | 3 | 0 | 9 |
| Age 06 | 9 | 4 | 3 | 0 | 0 | 7 | 0 | 15 |
| Age 07 | 8 | 5 | 7 | 0 | 0 | 6 | 0 | 19 |
| Age 08 | 9 | 3 | 1 | 0 | 0 | 6 | 0 | 14 |
| Age 09 | 11 | 5 | 3 | 0 | 0 | 6 | 0 | 20 |
| Age 10 | 12 | 4 | 5 | 0 | 0 | 2 | 0 | 20 |
| Age 11 | 3 | 1 | 0 | 0 | 0 | 0 | 0 | 4 |
| Total | 56 | 23 | 21 | 0 | 0 | 30 | 0 | 101 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
53.2%
| Awapuni School (P North) | 53.2% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 117.2% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 230.9% |
| Total | 53.2% |
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%
| Awapuni School (P North) | 0% |
|---|---|
| Manawatū-Whanganui 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 | Not available (source marker: "nd") |
| 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%
| Awapuni School (P North) | 0% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| 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 | Not available (source marker: "nd") |
| 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)
- 531
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Large urban area
- Date opened
- 7 September 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
- 3
- Last reviewed
- 10 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 10 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for students in Years 1 to 6
- Years 1 to 6
- Bilingual or immersion provision
- Two bilingual classes
The school provides education through three mainstream and two bilingual classes
- Two bilingual classes
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 100 — 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.
February 2019
86
Counted while ERO’s review team was at the school. Education Review Office, report of 5 June 2019
April 2016
81
Counted while ERO’s review team was at the school. Education Review Office, report of 7 June 2016
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 10 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
Awapuni School provides education for students in Years 1 to 6 . Of the 97 students enrolled, 45% are Māori , 21% Asian, 18% of Pacific heritage, 13% Pākeha / New Zealand-European and a small number of other ethnicities.
The school provides education through three mainstream and two bilingual classes. The school’s vision for learners is to provide learning that is innovative, relevant to their community, unique to Aotearoa and engaging and that makes school an exciting place for students to come and learn. Rangitāne is acknowledged as mana whenua.
Significant changes to staffing occurred at the beginning of 2025, including the appointment of an acting principal. ERO and the school have worked together to evaluate and report outcomes for students learning in English medium.
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? Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well.
What is the quality of teaching and learning? The school needs to improve teaching and learning.
How well does the school curriculum respond to all learners needs? Learners have some opportunities to learn across the breadth and depth of the curriculum. There is a variable focus on supporting learners to gain foundational 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.
How well does the school include all learners and promote their engagement and wellbeing? The school reasonably 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 is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use 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 Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics Less than half 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 behind the target of 80% regular attendance.
The school is yet to have a suitable plan 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 is improving its approach and the reliability of its practices to accurately 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 is developing good quality planning to increase the rate of progress for all groups of students.
The school has not improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has not extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is not 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
Learners develop a strong sense of inclusion and wellbeing in an environment that promotes their shared values and reflects their culture, language and identity.
Leaders have developed strategic and annual planning goals to guide required improvements to achieve their community vision for learner success.
Provision of professional learning and development in structured literacy and mathematics is well-planned for 2025 to strengthen the consistency of teacher practice and improve learner outcomes.
Well-established partnerships between the school and external specialists, including attendance services, supports the social and emotional needs of learners and encourages their positive engagement and regular attendance at school.
The school curriculum increasingly prioritises the acquisition of foundation skills. Delivery of literacy and mathematics is meeting the one hour per day expectation.
Key priorities
Develop an attendance plan that identifies ongoing actions to improve regular attendance.
Develop achievement targets in literacy and mathematics.
Improve monitoring of learners requiring accelerated progress toward curriculum expectations.
Build the capability of teachers to effectively use recently introduced assessments in literacy and mathematics.
Implementing structured literacy and embedding structured mathematics.
Actions to bring about improvement
Within three months:
leaders and the School Board develop an attendance plan identifying relevant actions to improve attendance
leaders and trustees analyse assessment data and use it to develop achievement targets for learners who need accelerated progress in reading, writing and mathematics
Within six months:
leaders work with teachers to improve their capability to use assessments information to adapt teaching to the specific needs of students
teachers engage in structured literacy and mathematics professional learning to improve practice and strengthen outcomes for all learners
Every six months:
leaders use attendance information to evaluate the impact of their actions on raising attendance towards Government targets
leaders use assessment information and report to the School Board on the progress of targeted learners in literacy and mathematics
Annually:
the School Board and leaders review achievement and attendance information, plan next steps and include meeting the Government reading, writing and mathematics targets for 2030 as a key strategic priority.
Expected outcomes
Improved progress, achievement and attendance.
Effective teaching practices in literacy and mathematics and are consistent across the school.
Curriculum design and delivery will be effective and meet the diverse needs of learners.
Strategic and annual planning will include meeting the Government reading, writing and mathematics targets for 2030.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements.
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 meeting regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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
10 October 2025
Read the full report on ero.govt.nz →
All 3 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).