Greerton Village School - Te Kura o Maarawaewae
Contributing · State
- Year levels
- 1–6
- Total roll
- 371
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 151 Greerton Road, Greerton, Tauranga
- Territorial authority
- Tauranga City
- Phone
- 07-541 2350
- admin@greerton.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
- 131
- Māori
- 176
- Pacific
- 54
- Asian
- 67
- MELAA
- 8
- 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 | 34 | 14 | 8 | 2 | 0 | 32 | 0 | 66 |
| Year 02 | 30 | 8 | 10 | 0 | 0 | 29 | 0 | 61 |
| Year 03 | 23 | 9 | 10 | 0 | 0 | 26 | 0 | 60 |
| Year 04 | 34 | 6 | 7 | 0 | 0 | 24 | 0 | 61 |
| Year 05 | 19 | 9 | 8 | 1 | 1 | 15 | 0 | 48 |
| Year 06 | 35 | 11 | 9 | 2 | 0 | 25 | 0 | 72 |
| Year 07 | 3 | 3 | 4 | 0 | 0 | 6 | 0 | 16 |
| Total | 178 | 60 | 56 | 5 | 1 | 157 | 0 | 384 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 32 | 14 | 7 | 1 | 0 | 29 | 0 | 60 |
| Age 06 | 28 | 7 | 11 | 1 | 0 | 31 | 0 | 62 |
| Age 07 | 26 | 9 | 7 | 0 | 0 | 27 | 0 | 60 |
| Age 08 | 33 | 6 | 11 | 0 | 0 | 23 | 0 | 63 |
| Age 09 | 21 | 10 | 7 | 1 | 1 | 15 | 0 | 50 |
| Age 10 | 33 | 9 | 9 | 2 | 0 | 25 | 0 | 69 |
| Age 11 | 5 | 5 | 4 | 0 | 0 | 7 | 0 | 20 |
| Total | 178 | 60 | 56 | 5 | 1 | 157 | 0 | 384 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
89.3%
| Greerton Village School - Te Kura o Maarawaewae | 89.3% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 171.2% |
| Māori | 165.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 34.5% |
| Total | 89.3% |
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%
| Greerton Village School - Te Kura o Maarawaewae | 0% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Contributing | 3.5% |
| 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%
| Greerton Village School - Te Kura o Maarawaewae | 0% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Contributing | 1.5% |
| 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)
- 507
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1876
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
- 7 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 7 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for learners in Years 1 to 6
- Years 1 to 6
- Bilingual or immersion provision
- Whakatō Te Kākano, three bilingual Māori classrooms
Whakatō Te Kākano are three bilingual Māori classrooms.
- Whakatō Te Kākano, three bilingual Māori classrooms
- Also provides
- Whare Manaaki (unit for students with high needs)
Whare Manaaki caters for students with high needs
- Whare Manaaki (unit for students with high needs)
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 371 — 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.
June 2019
393
Counted while ERO’s review team was at the school. Education Review Office, report of 28 November 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 7 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
Greerton Village School – Te Kura o Maarawaewae provides education for learners in Years 1 to 6. The school roll is approximately 367 learners. About half of all learners are Māori ; less than half identify as Pākehā . Other groups include Pacific and Asian learners.
Whakatō Te Kākano are three bilingual Māori classrooms. Whare Manaaki caters for students with high needs where they receive a sensory based programme.
The school’s vision is to inspire, challenge and extend all ākonga to become leaders of their own educational journey . This vision is supported by the values of We are Brave, We have Mana , We show Aroha and We can Achieve .
How well placed is the school to promote educational success and wellbeing?
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 and mathematics.
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 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 A large majority of learners meet or exceed the expected curriculum level. Results are 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 equitable for all groups of learners.
Attendance
The school is behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information 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 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.
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
Most ākonga Māori and almost all Pacific heritage learners achieve at or above curriculum expectation in reading.
A small majority of at-risk learners have accelerated their progress in mathematics, while a large majority have accelerated their progress in reading.
Leadership fosters an inclusive culture focused on achieving the school’s improvement towards relevant goals and targets; these goals include high quality teaching and learning and accelerating the achievement and progress of learners at risk of not achieving.
Teachers are working towards full implementation of structured literacy and mathematics programmes; the school meets the one hour a day teaching requirements.
The school is embedding the curriculum to increase student engagement, providing authentic learning opportunities linked to local contexts and connecting with the local hapū.
The school uses a planned and co-ordinated approach to developing and strengthening the collective capability of teachers.
Key priorities and actions for improvement
The agreed next steps for the school are to:
engage with parents and whānau to implement effective strategies to increase rates of regular attendance
review and strengthen schoolwide assessment practices to ensure data is robust and improves the quality of overall teacher judgements for student progress and achievement
develop effective analysis of school data to inform strategic planning and targeted actions for continuous improvement
embed consistent high quality teaching practice in literacy and mathematics while enriching opportunities to learn across the breadth and depth of the curriculum.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
set clear targets and actions for improving attendance to strengthen school planning
refine systems to track and monitor student progress and achievement.
Every six months:
monitor and report on the rates of student attendance, progress and achievement to inform further planning and action
review and develop explicit teaching strategies to respond effectively to student assessment information and to enrich culturally inclusive learning contexts.
Annually:
evaluate and report on the effectiveness of school improvement actions to further inform planning for strategic goals and direction.
Actions taken against these next steps are expected to result in:
increased rates of regular attendance
effective use of student progress and achievement data that supports equitable and excellent outcomes for all learners in literacy and mathematics
an inclusive and authentic school curriculum that promotes learner engagement, achievement and success.
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 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)
7 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).