Broadwood Area School
Composite · State
- Year levels
- not reported
- Total roll
- 126
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 1041 Broadwood Road, Broadwood
- Territorial authority
- Far North District
- Phone
- 09-4095878
- admin@broadwood.school.nz
- Website
- http://broadwood.school.nz
- Directions
- Get directions
Other schools nearby: schools in Northland
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.
- Uniform
Not stated on the school’s website.
- Term dates
- Term 1 (Wahanga 1), 2025: 3 February - 11 April
| Wāhanga 1 | 3 February | 11 April |
Year stated asTīmatatanga o te tau – Start 2025
- Term 2 (Wahanga 2), 2025: 28 April - 27 June
| Wāhanga 2 | 28 April | 27 June |
Year stated asTīmatatanga o te tau – Start 2025
- Term 3 (Wahanga 3), 2025: 14 July - 19 September
| Wāhanga 3 | 14 July | 19 September |
Year stated asTīmatatanga o te tau – Start 2025
- Term 4 (Wahanga 4), 2025: 6 October - 12 December
| Wāhanga 4 | 6 October | 12 December |
Year stated asTīmatatanga o te tau – Start 2025
- Term 1 (Wahanga 1), 2025: 3 February - 11 April
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 30
- Māori
- 120
- Pacific
- 18
- 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 | 4 | 0 | 0 | 0 | 0 | 1 | 0 | 4 |
| Year 02 | 4 | 0 | 0 | 0 | 0 | 1 | 0 | 4 |
| Year 03 | 7 | 1 | 0 | 0 | 0 | 6 | 0 | 7 |
| Year 04 | 8 | 0 | 0 | 0 | 0 | 1 | 0 | 9 |
| Year 05 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 4 |
| Year 06 | 7 | 0 | 0 | 0 | 1 | 1 | 0 | 7 |
| Year 07 | 5 | 0 | 0 | 0 | 0 | 2 | 0 | 6 |
| Year 08 | 12 | 0 | 0 | 0 | 1 | 6 | 0 | 17 |
| Year 09 | 22 | 3 | 0 | 0 | 0 | 3 | 0 | 23 |
| Year 10 | 12 | 2 | 0 | 0 | 0 | 2 | 0 | 13 |
| Year 11 | 19 | 2 | 0 | 0 | 0 | 3 | 0 | 20 |
| Year 12 | 12 | 2 | 0 | 0 | 0 | 2 | 0 | 12 |
| Year 13+ | 5 | 0 | 0 | 0 | 0 | 2 | 0 | 6 |
| Total | 120 | 10 | 0 | 0 | 2 | 31 | 0 | 132 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Age 06 | 7 | 0 | 0 | 0 | 0 | 3 | 0 | 7 |
| Age 07 | 6 | 1 | 0 | 0 | 0 | 4 | 0 | 6 |
| Age 08 | 6 | 0 | 0 | 0 | 0 | 1 | 0 | 7 |
| Age 09 | 4 | 0 | 0 | 0 | 0 | 1 | 0 | 5 |
| Age 10 | 8 | 0 | 0 | 0 | 1 | 2 | 0 | 8 |
| Age 11 | 4 | 0 | 0 | 0 | 0 | 1 | 0 | 5 |
| Age 12 | 9 | 0 | 0 | 0 | 0 | 5 | 0 | 13 |
| Age 13 | 22 | 3 | 0 | 0 | 1 | 4 | 0 | 24 |
| Age 14 | 13 | 2 | 0 | 0 | 0 | 2 | 0 | 14 |
| Age 15 | 20 | 2 | 0 | 0 | 0 | 3 | 0 | 21 |
| Age 16 | 12 | 2 | 0 | 0 | 0 | 2 | 0 | 12 |
| Age 17 | 6 | 0 | 0 | 0 | 0 | 2 | 0 | 7 |
| Total | 120 | 10 | 0 | 0 | 2 | 31 | 0 | 132 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
92.3%
| Broadwood Area School | 92.3% |
|---|---|
| Northland Region | 82.3% |
| Composite (Year 1-15) | 91.4% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 100% |
|---|---|
| Male | 87.5% |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 92.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 1 data (2023-2025)
Percentage with NCEA level 2 or above — 2025
76.9%
| Broadwood Area School | 76.9% |
|---|---|
| Northland Region | 72.1% |
| Composite (Year 1-15) | 86% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 100% |
|---|---|
| Male | 62.5% |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 76.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 2 data (2023-2025)
Percentage with NCEA level 3 or above — 2025
46.2%
| Broadwood Area School | 46.2% |
|---|---|
| Northland Region | 48.3% |
| Composite (Year 1-15) | 71.7% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 40% |
|---|---|
| Male | 50% |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 46.2% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
7.7%
| Broadwood Area School | 7.7% |
|---|---|
| Northland Region | 16.8% |
| Composite (Year 1-15) | 16% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 12.5% |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 7.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison Vocational Pathway data (2023-2025)
Retention
Percentage staying until at least 17th birthday — 2025
61.5%
| Broadwood Area School | 61.5% |
|---|---|
| Northland Region | 72.9% |
| Composite (Year 1-15) | 86.6% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 60% |
|---|---|
| Male | 62.5% |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 61.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
134.4%
| Broadwood Area School | 134.4% |
|---|---|
| Northland Region | 52% |
| Composite (Year 1-15) | 26.5% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 115.2% |
|---|---|
| Male | 150.1% |
| Māori | 144.1% |
| Pacific | Too few to report |
| Asian | Not available (source marker: "nd") |
| Other | Too few to report |
| European/Pākehā | 0% |
| Total | 134.4% |
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
33.6%
| Broadwood Area School | 33.6% |
|---|---|
| Northland Region | 6.5% |
| Composite (Year 1-15) | 3.2% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 10.9% |
|---|---|
| Male | 51.5% |
| Māori | 30.5% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | 0% |
| European/Pākehā | 64.9% |
| Total | 33.6% |
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
5.2%
| Broadwood Area School | 5.2% |
|---|---|
| Northland Region | 2.7% |
| Composite (Year 1-15) | 1.2% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 9.5% |
| Māori | 0% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | 0% |
| European/Pākehā | 36.4% |
| Total | 5.2% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 558
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 30 April 1908
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
- 18 October 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (18 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 18 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.
What ERO wrote in its latest report
This is ERO’s report of 18 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 six months of the Education Review Office and Broadwood Area 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
Broadwood Area School – Te Kura Takiwā o Manganuiowae is located in North Hokianga and provides education for students in Years 1 to 13. The school’s mission is ‘ Whakaara i te kākano : challenging ourselves to reach our full potential’.
Broadwood Area School’s strategic priorities for improving outcomes for learners are:
to provide a responsive and flexible curriculum meeting our diverse needs
to thrive within Manganuiowaitanga , fostering identity, language and leadership
to cultivate an inclusive environment of whanaungatanga, wananga and ako .
You can find a copy of the school’s strategic and annual plan on Broadwood Area School’s website.
ERO and the school are working together to evaluate how effectively data is being used to identify and respond to the learning needs of ākonga to accelerate their progress and achievement.
The rationale for selecting this evaluation is to:
support ākonga to achieve success with a strong, secure sense of their identity
meet the aspirations of all ākonga, whānau, hapū and iwi through broad and meaningful educational experiences and pathways
build teacher capability to use robust and accurate achievement data to inform teaching and learning.
The school expects to see:
confident, resilient and connected ākonga who are actively engaged in their learning
targeted and appropriate interventions which effectively support ākonga to make accelerated progress towards achieving excellent and equitable outcomes.
Strengths
The school can draw from the following strengths to support its goal to evaluate how effectively data is being used to accelerate ākonga progress and achievement:
a responsive and flexible localised curriculum to support meeting the diverse needs of ākonga has been implemented
conditions, structures, systems and processes to support ākonga progress and achievement are being strengthened and refined
leaders are working with teachers to embed effective and consistent teaching practices throughout the school.
Where to next?
Moving forward, the school will prioritise:
professional development which builds teaching capability to use achievement data to improve learner outcomes
developing student agency and understanding of progress and achievement to co-construct learning pathways which improve their learning outcomes
strengthening internal evaluation processes and practices.
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
18 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 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).