Flemington School (Waipukurau)
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
- 2 Rotohiwi Road, Waipukurau
- Territorial authority
- Central Hawke's Bay District
- Phone
- 06-8554860
- office@flemington.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hawke’s Bay
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 does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
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.
- In their words
- Within our school, the concepts of key competencies become more than just educational ideals; they are pathways to empowerment and lifelong success. Our unwavering focus on fostering essential skills empowers ākonga to become confident navigators of their own learning, ready to seize opportunities and contribute meaningfully to society.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 73
- Māori
- 19
- Pacific
- 2
- Asian
- 2
- 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 | 6 | 0 | 0 | 0 | 0 | 12 | 0 | 13 |
| Year 02 | 3 | 1 | 1 | 0 | 0 | 9 | 0 | 9 |
| Year 03 | 2 | 0 | 0 | 0 | 0 | 11 | 0 | 13 |
| Year 04 | 1 | 0 | 0 | 0 | 0 | 7 | 0 | 7 |
| Year 05 | 2 | 0 | 0 | 0 | 0 | 7 | 0 | 9 |
| Year 06 | 4 | 0 | 1 | 0 | 0 | 15 | 0 | 16 |
| Year 07 | 2 | 1 | 0 | 0 | 0 | 10 | 0 | 11 |
| Year 08 | 1 | 0 | 0 | 0 | 0 | 7 | 0 | 8 |
| Total | 21 | 2 | 2 | 0 | 0 | 78 | 0 | 86 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 0 | 0 | 0 | 0 | 12 | 0 | 13 |
| Age 06 | 3 | 1 | 1 | 0 | 0 | 9 | 0 | 9 |
| Age 07 | 2 | 0 | 0 | 0 | 0 | 11 | 0 | 13 |
| Age 08 | 1 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Age 09 | 4 | 0 | 0 | 0 | 0 | 9 | 0 | 12 |
| Age 10 | 2 | 0 | 1 | 0 | 0 | 14 | 0 | 14 |
| Age 11 | 2 | 1 | 0 | 0 | 0 | 9 | 0 | 10 |
| Age 12 | 1 | 0 | 0 | 0 | 0 | 7 | 0 | 8 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 21 | 2 | 2 | 0 | 0 | 78 | 0 | 86 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Flemington School (Waipukurau) | 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 | 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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Flemington School (Waipukurau) | 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 | 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%
| Flemington School (Waipukurau) | 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 | 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)
- 432
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1953
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
- 5 March 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (5 March 2025)
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 same report — the board assurance report of 5 March 2025 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO and the board have identified the following areas of non-compliance during the board assurance process:
ensured all staff employed have a current police vet [Education and Training Act 2020, section 104]
provide appropriate career education and guidance for all students in Year 7 and above [Education and Training Act 2020, section 103]
worked towards offering students opportunity for learning second or subsequent languages (Years 7-10). [The New Zealand Curriculum]
The board has since addressed the area of non-compliance identified about police vetting and careers education and guidance.
The other area of working towards offering students learning second languages is yet to be addressed.
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.
September 2019
95
Counted while ERO’s review team was at the school. Education Review Office, report of 25 October 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 5 March 2025 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
Flemington School ( Waipukurau ) is a rural school located in Central Hawkes Bay and provides education for students in Years 1 to 8. The school’s vision that students will be confident, resilient and innovative learners who can successfully contribute in a fast changing world, is promoted through the values of Respect, Integrity , Success , Empathy .
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for learners are increasingly equitable and excellent.
The 2023 achievement information shows that most learners achieved at or above the expected curriculum levels in reading, writing and mathematics; Māori learners achieve above their peers in all areas.
Achievement information for mid 2024 indicates a sustained trajectory of improvement for all learners.
Students with additional learning needs are identified, have targeted support and progress well within an inclusive learning environment.
The school is yet to meet the Ministry of Education targets for regular attendance; strategies to improve attendance are focused on building positive relationships with students and whānau to promote engagement in learning.
Conditions to support learner success
Well established leadership increasingly fosters a culture committed to high quality teaching for equity and excellence of learner outcomes.
Strategic planning and improvement goals, developed in collaboration with the community, board and staff are focused on equitable and excellent outcomes for all students with clear measures for success.
Leadership builds relational trust within the teaching team, resulting in collaborative approaches to relevant professional growth and responsive teaching programmes that meet students’ learning needs.
Comprehensively analysed achievement information is used well to inform school wide decision making that improves student outcomes; this includes cohesive, ongoing development of structured literacy and mathematics approaches across the school.
Teaching practice is increasingly adaptive to learner needs, through a curriculum that emphasises foundational skills in literacy and mathematics.
Teachers engage students in meaningful learning within a positive, supportive environment; they develop concepts, ideas and skills through effective deliberate acts of teaching.
Students at risk of not achieving are clearly identified, have targets set, their progress monitored and regularly reported to whānau , parents and the board; these students make good progress and achieve.
Local contexts are reflected in the curriculum and through a range of activities students see themselves in their learning; continuing to support the integration of te reo Māori, tikanga Māori and mātauranga Māori is a planned next step, affirmed by ERO’s evaluation.
School conditions are strengthening and are well aligned to contribute towards successful outcomes for all learners.
A systematic approach to planning for school improvement is in place informed by high quality evidence and evaluation.
Professional learning in structured literacy is well aligned to improvement goals and maintained until practices are embedded; further development of supporting teachers’ practice in structured mathematics is planned.
Parents, whānau and community collaboration with the school enrich learning opportunities and enhance student achievement and wellbeing.
The board works collaboratively, is improvement focused and supporting leadership to reduce barriers to learning and sustain improved outcomes for learners.
Part B: Where to next?
The agreed next steps for the school are to:
use the strategies in place and continue the engagement focus with families, to improve attendance rates for all learners
through focused professional learning continue to strengthen teacher capability and capacity in effective, evidence-based teaching practices to sustain improved learner outcomes for students in writing and mathematics
develop a responsive curriculum that integrates te reo Māori, tikanga Māori and mātauranga Māori to support learners’ strengths, identity and culture.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
analyse attendance data and measure progress towards improving regular attendance for all groups of learners
undertake school-wide professional development in writing and mathematics
continue the development of a curriculum framework, strengthening te reo Māori, tikanga Māori and mātauranga Māori across the school and in everyday practices.
Every six months:
monitor the effectiveness of strategies to increase and sustain regular attendance
monitor progress against targets and actions in the school’s annual plan, to inform next steps to take
gather teacher voice about the quality of the professional learning and the impact on teaching, to identify next steps and to enhance confidence and practice.
Annually:
evaluate and report progress against targets and actions in the school’s annual plan, including attendance, to inform next steps to improve learner achievement, wellbeing and engagement
evaluate the extent to which a responsive curriculum integrates te reo Māori, tikanga Māori , and mātauranga Māori.
Actions taken against these next steps are expected to result in:
improved regular student attendance
high quality evidence based, teaching practices that sustain equitable and excellent outcomes for students
te reo Māori, tikanga Māori, and mātauranga Māori increasingly integrated within a responsive curriculum that meets the needs and aspirations of learners and their whānau .
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
Shelley Booysen Director of Schools
5 March 2025
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 School Evaluation Report
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).