Gate Pa School
Contributing · State
- Year levels
- 1–6
- Total roll
- 382
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 900 Cameron Road South, Gate Pa, Tauranga
- Territorial authority
- Tauranga City
- Phone
- 07-5785325
- office@gatepa.school.nz
- Website
- http://www.gatepa.school.nz
- Directions
- Get directions
Other schools nearby: schools in Tauranga · schools in Bay of Plenty
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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 97
- Māori
- 174
- Pacific
- 50
- Asian
- 114
- MELAA
- 6
- 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 | 28 | 12 | 21 | 0 | 3 | 25 | 0 | 62 |
| Year 02 | 30 | 4 | 23 | 1 | 0 | 16 | 0 | 59 |
| Year 03 | 36 | 10 | 13 | 0 | 0 | 21 | 0 | 66 |
| Year 04 | 26 | 7 | 15 | 0 | 1 | 14 | 0 | 53 |
| Year 05 | 26 | 11 | 18 | 1 | 0 | 18 | 0 | 58 |
| Year 06 | 37 | 6 | 15 | 0 | 0 | 17 | 0 | 65 |
| Year 07 | 2 | 3 | 5 | 0 | 0 | 5 | 0 | 14 |
| Total | 185 | 53 | 110 | 2 | 4 | 116 | 0 | 377 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 23 | 12 | 15 | 0 | 2 | 23 | 0 | 51 |
| Age 06 | 32 | 3 | 23 | 1 | 1 | 14 | 0 | 59 |
| Age 07 | 36 | 10 | 17 | 0 | 0 | 24 | 0 | 70 |
| Age 08 | 24 | 7 | 12 | 0 | 0 | 14 | 0 | 50 |
| Age 09 | 22 | 12 | 18 | 1 | 1 | 16 | 0 | 53 |
| Age 10 | 43 | 6 | 18 | 0 | 0 | 20 | 0 | 75 |
| Age 11 | 5 | 3 | 7 | 0 | 0 | 5 | 0 | 19 |
| Total | 185 | 53 | 110 | 2 | 4 | 116 | 0 | 377 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
205.2%
| Gate Pa School | 205.2% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 32% |
|---|---|
| Male | 351.9% |
| Māori | 306% |
| Pacific | 49.5% |
| Asian | 32.8% |
| Other | 0% |
| European/Pākehā | 162.8% |
| Total | 205.2% |
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
13.9%
| Gate Pa School | 13.9% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 26% |
| Māori | 26.7% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 13.9% |
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
13.4%
| Gate Pa School | 13.4% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 25% |
| Māori | 25.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 13.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 507
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Major urban area
- Date opened
- 25 January 1951
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
- 28 April 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (26 July 2022)
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 26 July 2022 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 this report states about the school
As stated in ERO’s report of 28 April 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
for students in Years 1 to 6
- Years 1 to 6
- Bilingual or immersion provision
- Māori-medium education through Kōpūrererua, including Level 1 immersion for 49 learners
Māori -medium education is provided through Kōpūrererua , which includes Level 1 immersion for 49 learners.
- Māori-medium education through Kōpūrererua, including Level 1 immersion for 49 learners
What ERO wrote in its latest report
This is ERO’s report of 28 April 2026 — “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
Gate Pa School provides Māori -medium and English medium education for students in Years 1 to 6. The school roll is 377 students. Māori -medium education is provided through Kōpūrererua , which includes Level 1 immersion for 49 learners. Teaching and learning in the English-medium classes and Level 3 Māori -medium classes are guided by The New Zealand Curriculum , while teaching and learning in the Level 1 Māori -medium setting are guided by Te Marautanga o Aotearoa .
The school roll comprises a wide range of ethnic groups, including Māori (46%), Asian (28%), Pākehā |NZ European (14%), Pacific (10%), and Middle Eastern, Latin American and African (0.7%).
Gate Pa School acknowledges Ngāti Ranginui as mana whenua and the paramount iwi of the area.
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
Improvement and progress
This section is about the progress the school has made since the July 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school focused on strengthening teaching expectations and foundations in literacy. They expected improved outcomes for all learners through equitable, needs-based early literacy opportunities, stronger connections with early childhood education, and improved outcomes for learners with additional needs.
Findings
The school made positive and sustained progress by embedding teaching practices aligned with a structured approach. This enhances learner outcomes and strengthens engagement, particularly in the junior school. Structured programmes and early intervention strategies accelerate progress for all learners, especially those entering the school below curriculum expectations. The school developed and implemented a plan to strengthen transition processes, with a deliberate focus on supporting learners with additional needs.
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? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing, mathematics and pānui, tuhituhi, pāngarau .
How well does the school curriculum respond to all learners needs? Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain skills in foundational skills in literacy, mathematics, te reo matatini and pāngarau . 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 6
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 Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Rumaki/Reo Rua
Pānui A large majority of learners meet or exceed the expected curriculum level. Equity data in rumaki unavailable
Tuhituhi A small majority of learners meet or exceed the expected curriculum level. Equity data in rumaki unavailable
Pāngarau A large majority of learners meet or exceed the expected curriculum level. Equity data in rumaki unavailable
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 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 not yet reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
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
This section is about how well the school supports all learners to make sufficient progress.
A significant proportion of the school roll include English language learners (ESOL).
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 making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
Rumaki/Reo Rua outcomes and conditions to support learner success
This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki/Reo Rua classroom/s within in English medium schools.
Learner success and wellbeing
A large majority of ākonga are achieving at or above curriculum expectations in pānui and pāngarau , and a small majority in tuhituhi .
Ākonga benefit from consistent, positive learning conditions, strengthened by a collaborative and culturally responsive environment.
Ākonga demonstrate a strong sense of identity, belonging and pride as Māori .
Conditions to support learner success
Learning is supported in a te reo Māori rich environment, authentically anchored in the narratives, histories, and cultural contexts of Ngā iwi o Tauranga Moana and Ngāi Tamarāwaho .
Leadership and governance prioritise iwi aspirations, whānau partnership and shared expectations for supporting ākonga .
Values-based practices - rangatiratanga, tūmanakotanga, manaakitanga , and whanaungatanga - foster reciprocal relationships across the kura community including pathways into and beyond Kōpūrererua .
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
The school has a clear focus on supporting positive outcomes for learners, particularly Māori learners and fosters an environment where local narratives are valued and embedded in school practices.
Neurodiverse learners and those with additional needs are supported through explicit interventions that effectively respond to their learning and wellbeing needs.
Learners benefit from a curriculum informed by the school’s cultural narrative and embedded values, with opportunities to learn across the breadth and depth of the curriculum.
A well-embedded coaching and mentoring framework drives improvement in teaching practice, collaboration and relational capability through a continuous inquiry cycle that accelerates learner progress.
Leaders are strengthening professional capacity of staff through targeted and responsive professional learning that supports improvements in teaching practices and learner outcomes.
Leadership is visible and collaborative, with systems and processes that support a positive and accountable culture that drives continuous school improvement.
Parents and whānau are actively involved, with the school drawing on Te Tiriti o Waitangi principles to strengthen community relationships and encourage shared ownership of learner success.
Key priorities
Improve overall writing achievement for all learners
Increase regular attendance towards Government targets
Strengthen strategic planning to further develop long term sustainability, appropriate resourcing, and clarity of direction that supports the ongoing viability and growth of the rumaki pathway.
Actions to bring about improvement
Within three months:
governance and leadership review professional growth plan and capability building needs for rumaki kaiako , to ensure ongoing improvement in marau ā-kura , te reo , and Māori -medium teaching practice
Within six months:
teachers engage in targeted professional learning to strengthen capacity and capability aligned to an agreed research-based school approach to improving writing outcomes for learners at risk of not achieving
Leadership and Kaiako embed a tailored, sustainable professional growth plan that strengthens confidence in te reo rangatira , pāngarau and marau implementation, using in school expertise, mentoring and local Māori medium networks
Every six months:
leaders and teachers monitor writing progress through robust achievement data analysis to identify barriers and implement targeted interventions to improve learner outcomes
leaders and the Gate Pa School Board refine attendance management strategies, with a specific focus on shifting irregular absence
Annually:
leaders analyse, evaluate and report to the School Board on the effectiveness of targeted actions, programmes and interventions on learner outcomes, to inform strategic direction and resourcing decisions
leaders and the school Board evaluate the effectiveness of attendance management strategies in increasing regular attendance towards Government targets
governance and leadership evaluate the effectiveness of strategic planning against outcomes for Te Whare Reo ākonga and use findings to prioritise next steps for improvement.
Expected outcomes
Sustained improvement in writing achievement is evident across year levels for all learners.
Priority groups of learners demonstrate accelerated progress and improved achievement over time, resulting in sustained success across learning areas.
Improved regular attendance that meets or exceeds Government targets.
Strengthened growth and long-term sustainability of Te Whare Reo , leading to improved outcomes for ākonga .
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
28 April 2026
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).