Hauturu School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 24
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 614 Harbour Road, Hauturu, Oparau
- Territorial authority
- Ōtorohanga District
- Phone
- 07-8710627
- office@hauturu.school.nz
- Website
- not reported
- Directions
- Get directions
Other schools nearby: schools in Waikato
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 9
- Māori
- 20
- Pacific
- 1
- 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 | 6 | 0 | 0 | 0 | 0 | 1 | 0 | 7 |
| Year 02 | 5 | 0 | 0 | 0 | 0 | 1 | 0 | 6 |
| Year 03 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Year 04 | 5 | 0 | 0 | 0 | 0 | 2 | 0 | 5 |
| Year 05 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Year 06 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Year 08 | 4 | 0 | 0 | 0 | 0 | 1 | 0 | 4 |
| Total | 27 | 0 | 0 | 0 | 0 | 7 | 0 | 30 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Age 06 | 5 | 0 | 0 | 0 | 0 | 2 | 0 | 7 |
| Age 07 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Age 08 | 6 | 0 | 0 | 0 | 0 | 2 | 0 | 6 |
| Age 09 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 10 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Age 12 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 27 | 0 | 0 | 0 | 0 | 7 | 0 | 30 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Hauturu School | 0% |
|---|---|
| Waikato Region | 53.9% |
| 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%
| Hauturu School | 0% |
|---|---|
| Waikato Region | 6.6% |
| 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%
| Hauturu School | 0% |
|---|---|
| Waikato Region | 2.4% |
| 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)
- 529
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1918
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 February 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 28 February 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
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 24 — 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.
May 2019
25
Counted while ERO’s review team was at the school. Education Review Office, report of 3 July 2019
March 2016
41
Counted while ERO’s review team was at the school. Education Review Office, report of 31 May 2016
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 28 February 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
Hauturu School is a small rural school located 20 kilometres from the west coast settlement of Kāwhia . The school provides education for learners in Years 1 to 8. There are 27 students, 85% of whom identify as Māori and 15 % identify as New Zealand European/ Pākehā .
The school’s mission and vision is: ‘Toi Te Mātauranga, Toi Te Mana, Toi Te Whenua ’ Strive for knowledge , excellence and stewardship . The school values of being responsible, respectful and resilient underpin the school’s approach to learning.
How well place is the school to promote educational success and wellbeing?
How well are learners succeeding? Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well.
What is the quality of teaching and learning? The school is improving teaching and learning.
How well does the school curriculum respond to all learners needs? Learners have sufficient opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs require better support to achieve their education goals.
How well does school planning and conditions support ongoing improvement? The school is establishing planning and conditions that support improvements in the quality of education for learners.
How well does the school include all learners and promote their engagement and wellbeing? The school is taking steps to improve 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 is improving its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.
Student Health and Safety The school needs to ensure a physically and emotionally safe learning environment.
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 Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Attendance
The school is behind 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
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
The school has identified significant numbers of students who have additional learning needs.
The school is developing good quality planning to increase the rate of progress for all groups of students.
The school has to some extent 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 some progress towards meeting Government reading, writing and mathematics 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
The school has recently established systems for gathering reliable achievement information for each student and understands their strengths and learning needs. The teaching principal and experienced teacher bring a range of tools to support students with their learning and wellbeing. They seek external support for students with additional needs as required.
Structured literacy is already being delivered and planning for structured mathematics will ensure readiness for 2025. Curriculum delivery of reading, writing and mathematics is meeting the one hour per day expectation. The principal is well-supported in her role to drive the schoolwide improvement focus and has prioritised improving students’ achievement in literacy and mathematics, engagement and wellbeing.
Key priorities and actions for improvement
The agreed next steps for the school are to:
accelerate progress and raise overall levels of achievement in reading, writing and mathematics
continue to grow collective staff capability in structured literacy and mathematics to raise achievement
continue to develop the curriculum and incorporate the expectations of the refreshed New Zealand Curriculum to improve engagement in learning and attendance at school.
The agreed actions for the next improvement cycle and timeframes are as follows.
In three months:
refine systems for the tracking and monitoring progress and acceleration for all students in reading, writing and mathematics
review and refine the current action plan for raising attendance
finalise the action plan for the development of the school’s curriculum including the expectations of the refreshed New Zealand Curriculum
grow staff capacity to effectively deliver structured literacy and provide professional learning and development to ensure readiness to deliver the mathematics programme
Within six months:
report on progress and accelerated progress of all students in reading, writing and mathematics
continue to work with whānau to support positive strategies to increase rates of regular attendance
formalise and document the school's curriculum to support improved student engagement in learning
fully embed structured literacy and mathematics programmes to improve achievement for all students
Annually:
evaluate and report to the board on the impact of the school’s curriculum to improve outcomes in literacy and mathematics and increase rates of regular attendance
monitor, track and report on the progress of all students, particularly those with additional learning needs to inform targeted actions for continuous improvement.
Actions taken against these next steps are expected to result in:
improved progress and achievement outcomes for all students particularly in reading writing and mathematics
improved rates of regular attendance; working towards meeting the Ministry of Education target
the delivery of a rich curriculum that improves student engagement and rates of progress.
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
Actions for Compliance
ERO has identified the following areas of non-compliance during the board assurance process:
obtaining a police vet for every person whom the board appoints or intends to appoint to a position at the school before the person’s employment or engagement at the school begins. [s 104 Education and Training Act, 2020 ]
complied with the requirement to adopt a statement on the delivery of the health curriculum, at least once every two years, after consultation with the school community [section 91, Education and Training Act, 2020]
update the hazard identification and risk mitigation register [ Health and Safety at Work Act , 2015].
The board has since taken steps to address the areas of non-compliance identified.
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
Sharon Kelly Acting Director of Schools
28 February 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 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).