Hukanui School
Contributing · State
- Year levels
- 1–6
- Total roll
- 863
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Pickering Crescent, Chartwell, Hamilton
- Territorial authority
- Hamilton City
- Phone
- 07-8556037
- office@hukanui.school.nz
- Website
- http://www.hukanui.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hamilton · schools in Waikato
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
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.
- International students
- Accepted, as stated
Hukanui Primary School is proud to be able to offer placements to International Learners and is delighted to host learners as part of our global learning community.
- Accepted, as stated
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Touch Rugby
Touch Rugby Term 1 & 4 Year 1- 6
- Miniball
Miniball Term 1,2,3,4 Year 1-6
- Netball
Netball Term 2 & 3 Year 1-6
- Hockey
Hockey Term 2 & 3 Year 1-6
- Summer Hockey
Summer Hockey Term 4 Year 3-6
- Splashpolo
Splashpolo Term 1 & 4 Year 5/6
- Cricket
Cricket Term Term 1 & 4 Year 3 - 6 - links to club emails for registration
- Flippaball
Flippaball - Info and registration provided as the season approaches.
- Touch Rugby
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 403
- Māori
- 144
- Pacific
- 45
- Asian
- 351
- MELAA
- 68
- Other
- 11
- International
- 5
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 | 16 | 7 | 41 | 7 | 0 | 58 | 2 | 114 |
| Year 02 | 26 | 8 | 60 | 11 | 2 | 85 | 1 | 156 |
| Year 03 | 18 | 5 | 74 | 8 | 1 | 55 | 1 | 144 |
| Year 04 | 22 | 8 | 54 | 9 | 0 | 66 | 0 | 136 |
| Year 05 | 20 | 5 | 56 | 14 | 0 | 65 | 0 | 130 |
| Year 06 | 27 | 5 | 43 | 8 | 1 | 73 | 2 | 134 |
| Year 07 | 2 | 0 | 7 | 0 | 0 | 6 | 0 | 13 |
| Total | 131 | 38 | 335 | 57 | 4 | 408 | 6 | 827 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 16 | 7 | 42 | 7 | 0 | 61 | 2 | 118 |
| Age 06 | 26 | 8 | 56 | 11 | 2 | 79 | 1 | 146 |
| Age 07 | 18 | 5 | 74 | 7 | 0 | 56 | 1 | 144 |
| Age 08 | 20 | 8 | 57 | 10 | 1 | 64 | 0 | 138 |
| Age 09 | 18 | 3 | 55 | 13 | 0 | 67 | 0 | 129 |
| Age 10 | 30 | 7 | 44 | 9 | 1 | 75 | 2 | 139 |
| Age 11 | 3 | 0 | 7 | 0 | 0 | 6 | 0 | 13 |
| Total | 131 | 38 | 335 | 57 | 4 | 408 | 6 | 827 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
13.5%
| Hukanui School | 13.5% |
|---|---|
| Waikato Region | 53.9% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 27.5% |
| Māori | 43.5% |
| Pacific | 0% |
| Asian | 8.1% |
| Other | 0% |
| European/Pākehā | 20.7% |
| Total | 13.5% |
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
6.4%
| Hukanui School | 6.4% |
|---|---|
| Waikato Region | 6.6% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 13.1% |
| Māori | 42.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 13.3% |
| Total | 6.4% |
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%
| Hukanui School | 0% |
|---|---|
| Waikato Region | 2.4% |
| 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)
- 395
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1971
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
- 16 October 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (16 October 2024)
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 16 October 2024 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.
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 863 — 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.
November 2019
832
Counted while ERO’s review team was at the school. Education Review Office, report of 20 February 2020
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 16 October 2024 — “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
Hukanui School is in Hamilton and provides education for students in Years 1 to 6 . The school’s values support the Hukanui Hero learner profile: connecting ( whakawhanaungatanga ), nurturing ( whāngai ), exploring ( kaihōpara ), communicating ( kaikōrero ), and being a guardian ( kaitiaki ).
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
Most students experience positive outcomes in relation to their learning and wellbeing.
Most students achieve at or above expected curriculum levels in reading, writing, and mathematics.
Achievement for some groups of target learners is accelerated; achievement outcomes for students are increasingly equitable.
Students report feeling safe and respected at school.
Approximately two thirds of students attend school regularly; the school continues to work towards meeting Ministry of Education targets for regular student attendance.
Conditions to support learner success
Effective leadership builds and sustains a culture of continuous improvement.
Leaders are highly strategic in determining areas for school improvement and take well-considered actions to achieve the desired outcomes for students.
Leadership is developing and refining useful systems and processes to support consistent schoolwide practices.
Leaders work collaboratively with teachers, parents and the wider community to inform decision-making and to build constructive partnerships to meet the needs of students.
The school’s broad curriculum and effective teaching practices provide rich learning opportunities for students.
Students benefit from a curriculum that provides a wide range of learning opportunities and caters for diverse student needs and interests.
Teachers regularly use a range of achievement data to identify and effectively respond to the individual and collective needs of their students; the school is developing learning progressions for key subject areas to support effective schoolwide teaching practices.
Students learn in well-resourced and settled classrooms where relationships are positive and respectful, and clear routines support students to grow their self-management skills.
Students experience a school environment that is increasingly responsive to their language, culture and identity.
Leaders and teachers review programmes and practices to increasingly cater for the diversity of their students’ backgrounds, experiences and cultures.
A wide range of targeted initiatives are used to support inclusion for students and their parents, particularly in relation to reducing language barriers.
Leaders and teachers are building their understanding, capability and confidence in tikanga and te reo Māori ; this is identified by the school as an area for continued development.
The board of trustees provides strategic resourcing to support the growth of inclusive school practices.
Part B: Where to next?
The agreed next steps for the school are to:
further strengthen schoolwide collection and use of student progress and achievement data to continue to respond effectively to students’ learning needs
continue to strengthen the integration of te reo Māori in student learning experiences
increase rates of regular student attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
monitor the implementation of the school’s subject progressions to identify how effectively they are being used schoolwide to assess learning, inform teacher planning, and support students and parents to know what is needed to make progress and achieve
review the extent to which the school has progressed in increasing the use of te reo Māori in the school curriculum
monitor, and report to the board, rates of regular student attendance, and plan appropriate responses.
Annually:
Report to the board, trends and patterns over time for:
progress and achievement data, including the effectiveness of acceleration for target students
rates of regular student attendance and the effectiveness of the school’s responses to support increased student engagement.
Actions taken against these next steps are expected to result in:
consistent schoolwide assessment practices that further strengthen collective data use and increase students’ and parents’ understanding of learning progress and achievement
increased integration of te reo Māori in the school’s curriculum
improved rates of regular student attendance.
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
16 October 2024
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).