Bridge Pa School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 107
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 42 Maraekakaho Road, Bridge Pa
- Territorial authority
- Hastings District
- Phone
- 06-8799364
- admin@bridgepa.school.nz
- Website
- http://bridgepa.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hastings · schools in Hawke’s Bay
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.
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
- athletics
students have the opportunity to participate in events such as athletics, cross country, swimming, and a variety of team sports
- cross country
students have the opportunity to participate in events such as athletics, cross country, swimming, and a variety of team sports
- swimming
students have the opportunity to participate in events such as athletics, cross country, swimming, and a variety of team sports
- Kapa haka
Kapa haka is a valued part of our school culture.
- athletics
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 10
- Māori
- 104
- Pacific
- 4
- Asian
- 0
- 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 | 11 | 0 | 0 | 0 | 0 | 1 | 0 | 11 |
| Year 02 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Year 03 | 11 | 0 | 0 | 0 | 0 | 0 | 0 | 11 |
| Year 04 | 13 | 0 | 0 | 0 | 0 | 1 | 0 | 13 |
| Year 05 | 17 | 0 | 0 | 0 | 0 | 0 | 0 | 17 |
| Year 06 | 9 | 0 | 0 | 0 | 0 | 0 | 0 | 9 |
| Year 07 | 22 | 0 | 0 | 0 | 0 | 0 | 0 | 22 |
| Year 08 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Total | 101 | 0 | 0 | 0 | 0 | 2 | 0 | 101 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 11 | 0 | 0 | 0 | 0 | 1 | 0 | 11 |
| Age 06 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Age 07 | 11 | 0 | 0 | 0 | 0 | 0 | 0 | 11 |
| Age 08 | 12 | 0 | 0 | 0 | 0 | 1 | 0 | 12 |
| Age 09 | 19 | 0 | 0 | 0 | 0 | 0 | 0 | 19 |
| Age 10 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Age 11 | 20 | 0 | 0 | 0 | 0 | 0 | 0 | 20 |
| Age 12 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Age 13 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Total | 101 | 0 | 0 | 0 | 0 | 2 | 0 | 101 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Bridge Pa School | 0% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 0% |
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%
| Bridge Pa School | 0% |
|---|---|
| Hawke's Bay 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 | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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%
| Bridge Pa School | 0% |
|---|---|
| Hawke's Bay Region | 3% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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)
- 523
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1967
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
- 4
- Last reviewed
- 30 October 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (30 October 2023)
A board assurance statement is the board’s own account of whether it took all reasonable steps to meet its legal obligations, on the date shown. It is not ERO’s finding. ERO reports separately, in the same report, on any non-compliance it identified during that process.
The board assurance report of 30 October 2023 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
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 107 — 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.
August 2018
59
Counted while ERO’s review team was at the school. Education Review Office, report of 24 October 2018
September 2015
54
Counted while ERO’s review team was at the school. Education Review Office, report of 5 November 2015
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 30 October 2023 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within 13 months of the Education Review Office and Bridge Pa School working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
Bridge Pa is a semi-rural school serving the hāpori of Bridge Pa and caters to learners from Years 1-8. The kura has whānau and hapu affiliations to Ngāti Poporo and Ngāti Rahunga i te Rangi.
The guiding tauparapara for Bridge Pa is E anga whakamua ai, me ata titiro whakamuri | I walk into the future, carefully looking to the past. Instilling these traditional values, kia ngawari (be kind), kia maia (be confident), kia manahou (be resilient), kia pukumahi (be hardworking) and kia whakaute (be respectful) will prepare tamariki for the future.
Ko Takitimu te waka , Ko Kahuranaki te maunga , Ko Ngaruroro te awa , Ko Korongata raua ko Mangaroa nga marae , Ko Ngati Kahungunu te iwi .
Bridge Pa School’s strategic priorities for improving outcomes for learners are:
learners and their whānau are at the centre of education
great education opportunities and outcomes are within reach for every learner
quality teaching and leadership make the difference for learners and their whānau .
A copy of the school’s strategic and annual plan is available from the school.
ERO and the school are working together to evaluate how effectively literacy practices are accelerating progress to improve outcomes for all learners over time.
The rationale for selecting this evaluation is:
an identified need to continue to improve equity and excellence in learning outcomes for all learners
strong literacy foundations in the junior school will empower learners as they transition through their schooling
supporting and strengthening purposeful internal evaluation that builds collective capacity and contributes to sustained improvement.
The school expects to see accelerated progress, that improvements in achievement made are sustained over time and equitable in literacy for all akonga .
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate how effectively literacy practices are accelerating progress to improve outcomes for all learners over time.
Leadership builds relational trust through a collaborative team approach that supports schoolwide improvement.
Engagement in learning is promoted through an inclusive learning climate that is positive and culturally responsive.
Well established connections, communications and relationships with whānau , hapū , and iwi to support student’s confidence in learning, holistic wellbeing and partnerships for ongoing improvement.
Where to next?
Moving forward, the school will prioritise:
continued growth in teacher capacity and capability through professional learning in effective literacy practices leading to improved outcomes for all learners
the close tracking and monitoring of learner progress as they transition through the school
strengthening assessment for learning to support student agency and inform teaching and learning.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director of Schools
30 October 2023
About the School
The Education Counts 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 4 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).