Bainesse School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 79
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 576 State Highway 56, Palmerston North
- Territorial authority
- Manawatu District
- Phone
- 06-3296856
- admin@bainesse.school.nz
- Directions
- Get directions
Other schools nearby: 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.
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
- swimming sports
We have a vibrant calendar of events, including swimming sports, athletics, cross country, interschool football, and interschool rippa rugby.
- athletics
We have a vibrant calendar of events, including swimming sports, athletics, cross country, interschool football, and interschool rippa rugby.
- cross country
We have a vibrant calendar of events, including swimming sports, athletics, cross country, interschool football, and interschool rippa rugby.
- interschool football
We have a vibrant calendar of events, including swimming sports, athletics, cross country, interschool football, and interschool rippa rugby.
- interschool rippa rugby
We have a vibrant calendar of events, including swimming sports, athletics, cross country, interschool football, and interschool rippa rugby.
- Tough Kids competition
We also proudly compete in the Tough Kids competition and field both winter and summer hockey teams in Palmerston North.
- winter and summer hockey teams
We also proudly compete in the Tough Kids competition and field both winter and summer hockey teams in Palmerston North.
- swimming sports
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 69
- Māori
- 28
- Pacific
- 0
- Asian
- 3
- MELAA
- 0
- 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 | 4 | 0 | 0 | 0 | 0 | 10 | 0 | 11 |
| Year 02 | 2 | 0 | 1 | 0 | 0 | 7 | 0 | 9 |
| Year 03 | 8 | 0 | 0 | 0 | 0 | 10 | 0 | 10 |
| Year 04 | 4 | 1 | 0 | 0 | 0 | 7 | 0 | 7 |
| Year 05 | 5 | 0 | 0 | 0 | 0 | 8 | 0 | 10 |
| Year 06 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Year 07 | 6 | 1 | 0 | 0 | 0 | 10 | 0 | 12 |
| Year 08 | 4 | 1 | 1 | 0 | 0 | 6 | 0 | 8 |
| Total | 35 | 3 | 2 | 0 | 0 | 61 | 0 | 70 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 0 | 0 | 0 | 0 | 10 | 0 | 11 |
| Age 06 | 2 | 0 | 1 | 0 | 0 | 7 | 0 | 9 |
| Age 07 | 8 | 0 | 0 | 0 | 0 | 10 | 0 | 10 |
| Age 08 | 3 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Age 09 | 6 | 1 | 0 | 0 | 0 | 9 | 0 | 11 |
| Age 10 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Age 11 | 4 | 0 | 0 | 0 | 0 | 6 | 0 | 8 |
| Age 12 | 5 | 2 | 1 | 0 | 0 | 9 | 0 | 10 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Total | 35 | 3 | 2 | 0 | 0 | 61 | 0 | 70 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
27.8%
| Bainesse School | 27.8% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 60.6% |
| Māori | 57.9% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 27.8% |
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%
| Bainesse School | 0% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| Full Primary | 3.9% |
| 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%
| Bainesse School | 0% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| 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)
- 485
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 3 August 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
- 15 May 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 15 May 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 79 — 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
57
Counted while ERO’s review team was at the school. Education Review Office, report of 26 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 15 May 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
Bainesse School is a rural school that provides education for students in years 1 to 8. Half of the student population identify as Māori . The school vision strives to develop students in a supportive and caring environment where ‘Rural + values’ include fostering ‘respect, understanding, resilience, actions, loyalty plus positivity underpin teaching and learning’.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.
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 equitable for all groups of learners.
Writing Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is 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 significantly 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 meeting Government reading, writing and mathematics targets set for 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 express a strong sense of belonging and pride in their school. The school values are well known and understood by students.
Leaders foster a culture of high-quality teaching through building strong connections with whānau , parents and the community. Leaders ensure professional growth opportunities for all staff.
Student achievement is high, with equitable outcomes for all groups in reading, writing and mathematics.
Respectful, inclusive and collaborative learning environments consistently support student engagement in learning.
The curriculum design provides well-integrated learning with breadth and depth across learning areas, including te reo Māori, tikanga Māori and mātauranga Māori.
Teachers regularly inquire into aspects of their teaching practice to improve learner progress and achievement.
The board appropriately align resourcing to learner-focused goals and strategies; it acts on evidence and input from the school community to make improvements for students.
Key priorities and actions for improvement
The agreed next steps for the school are to:
provide opportunities for students to take ownership of their learning, including setting relevant learning goals
develop achievement targets to further lift learning outcomes to excellence for students who are currently achieving at curriculum level
strengthen evaluative capability to enhance school-wide decision making
strengthen the regular use of te reo Māori, tikanga Māori and mātauranga Māori within curriculum delivery and other school activities.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
teaching staff develop a planned approach for involving students in setting learning goals and further enhance their role as decision makers in their learning
Every six months:
continue to analyse learners’ attendance, progress and achievement information to inform the next steps and respond with targeted interventions for identified groups of students
Annually:
evaluate the effectiveness of te reo Māori, tikanga Māori and mātauranga Māori across the school to identify areas for improvement
analyse and report attendance, achievement and wellbeing outcomes to the board and community; in partnerships with whānau , students and teachers, use this information to inform the next strategic steps.
Actions taken against these next steps are expected to result in:
students know and can articulate their levels of achievement and have more ownership in learning choices
improved student and teacher knowledge, understanding and use of te reo Māori, tikanga Māori and mātauranga Māori
sustained equitable and excellent student achievement
improved levels of attendance that meet or exceed the Ministry of Education’s target for regular attendance
strengthened evaluative capability that effectively informs schoolwide improvement.
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
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
Sharon Kelly Director of Schools (Acting)
15 May 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).