Horeke School
Contributing · State
- Year levels
- 1–6
- Total roll
- 29
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Horeke Road, Okaihau
- Territorial authority
- Far North District
- Phone
- 09-4019612
- admin@horeke.school.nz
- Website
- not reported
- Directions
- Get directions
Other schools nearby: schools in Northland
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 4
- Māori
- 27
- 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 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Year 02 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Year 03 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Year 04 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Year 05 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Year 06 | 3 | 0 | 0 | 1 | 0 | 0 | 0 | 3 |
| Year 07 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Year 08 | 2 | 1 | 0 | 1 | 0 | 2 | 0 | 4 |
| Total | 21 | 1 | 0 | 2 | 0 | 4 | 0 | 24 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Age 06 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Age 07 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Age 08 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Age 09 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Age 10 | 3 | 0 | 0 | 1 | 0 | 0 | 0 | 3 |
| Age 11 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Age 12 | 2 | 1 | 0 | 1 | 0 | 1 | 0 | 3 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 21 | 1 | 0 | 2 | 0 | 4 | 0 | 24 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Horeke School | 0% |
|---|---|
| Northland Region | 52% |
| Contributing | 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%
| Horeke School | 0% |
|---|---|
| Northland Region | 6.5% |
| Contributing | 3.5% |
| 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%
| Horeke School | 0% |
|---|---|
| Northland Region | 2.7% |
| Contributing | 1.5% |
| 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)
- 565
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1920
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
- 4
- Last reviewed
- 31 March 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board did not attest to all areas (31 March 2023)
Areas the board did not attest to, in ERO’s words: Board Administration. The report says what that meant and what happened next.
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 31 March 2023 — 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 has identified the following areas of non-compliance during the board assurance process:
The board has yet to meet all the requirements for planning and reporting including:
completing an annual update of the school charter
providing to the Secretary for Education before 1st March each year, a statement providing an analysis of any variance between the school’s performance and the relevant aims, objectives, directions, priorities or targets
(Schedule 1, clause 7 E&T Act 2020)
The board is yet to fully implement a Child Protection Policy to show how suspected abuse and neglect will be identified and reported.
(Section 18 and 19 Children’s Act 2014 )
The board has not yet addressed the areas of non-compliance identified.
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 29 — 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.
April 2018
23
Counted while ERO’s review team was at the school. Education Review Office, report of 13 June 2018
April 2015
27
Counted while ERO’s review team was at the school. Education Review Office, report of 18 June 2015
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 31 March 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 24 months of the Education Review Office and Horeke 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
Horeke School is a small, isolated rural school located in Horeke , Northland. It caters for students from Years 1 to 8. A new first-time principal joined the school in 2022. A new presiding member and other members joined the board after the 2022 elections. Horeke School is a member of the Te Arahura Kāhui Ako .
The school’s overarching vision is “We thrive and take on the world,” with a mission to provide high quality learning that reflects the unique cultural identity of Ngāpuhi as demonstrated through the school whakatauk i:
“Te manu e kai ana
Nōna to ngāhere
Te manu e kai ana i te maatauranga
Nōna te Ao. ”
Horeke School’s strategic priorities for improving outcomes for learners are:
grow a connected community in order to increase engagement and success
increase the use of te reo and tikanga throughout the school
implement literacy and numeracy strategies that accelerate student achievement
form a relationship-based behaviour approach that enhances learning and regard for others
A copy of the school’s strategic plan is available at the school office.
ERO and the school are working together to evaluate the impact of literacy initiatives on the engagement and achievement of all ākonga .
The rationale for selecting this evaluation is:
in recent years, professional learning and development has focussed on increasing the capability of teachers to lift the achievement levels for ākonga who are at risk of not achieving
teachers have begun to track the achievement of individual ākonga so they can respond to their learning needs.
The school expects to see consistency in literacy teaching which focuses on learning needs and leads to greater engagement and an acceleration in achievement for all ākonga .
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate the impact of literacy initiatives on the engagement and achievement of all ākonga :
a Horeke graduate profile which sets out aspirations for all ākonga
the principal has led learning in formative practice for his teachers
teachers are participating in ministry supported professional development to develop an authentic local curriculum
Horeke School is a member of the Te Arahura Kāhui Ako which has a strong commitment to Te Runanga Ā Iwi Ō Ngāpuhi.
Where to next?
Moving forward, the school will prioritise:
working with the Student Achievement Function practitioner to strengthen the Horeke marau-a-kura -local curriculum, so that it is learner-centred and shows a clear pathway for learning
evaluating the effectiveness of specific literacy initiatives that make a difference to achievement such as Better Start Literacy and Relationship Based Learning
continuing to work alongside the Te Arahura Kāhui Ako to provide learning which promotes te reo ō Ngāpuhi , identity and culture
continuing to develop partnerships with whānau to improve ākonga attendance
continuing to access external support to develop strategic documents, policies and procedures.
ERO has concerns about
the impact of significant changes in leadership and governance of the school to ongoing progress and improvement.
Recommendation
Horeke school continues to focus on valued outcomes for learners, while embedding effective leadership and governance during this period of change
the board works with the New Zealand School Trustees Association to increase their understanding of the stewardship role , including updating the school’s strategic documents, policies and procedures consistent with the requirements of the Education and Training Act 2020
the Ministry of Education continues to support the principal to access relevant external guidance and support.
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.
Filivaifale Jason Swann Acting Director Re view and Improvement Services (Northern) Northern Region | Te Tai Raki
31 March 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 4 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).