Huntly School (Waikato)
Full Primary · State
- Year levels
- 1–8
- Total roll
- 186
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 25 Onslow Street, Huntly
- Territorial authority
- Waikato District
- Phone
- 07-8287198
- office@huntlyprimary.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
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.
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.
- Term dates
- Term 1, 2026: Wednesday 4 February – Thursday 2 April
Term 1 | Wednesday 4 February | Thursday 2 April
Year stated asTerm Dates 2026
- Term 2, 2026: Monday 20 April – Friday 3 July
Term 2 | Monday 20 April | Friday 3 July
Year stated asTerm Dates 2026
- Term 3, 2026: Monday 20 July – Friday 25 September
Term 3 | Monday 20 July | Friday 25 September
Year stated asTerm Dates 2026
- Term 4, 2026: Monday 12 October – Wednesday 16 December
Term 4 | Monday 12 October | Wednesday 16 December
Year stated asTerm Dates 2026
- Term 1, 2026: Wednesday 4 February – Thursday 2 April
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.
- In their words
- To develop in our children the right attitude, beliefs, and values to succeed in whatever they want to do. At Huntly Primary School we believe that education will provide our children with a successful future.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 41
- Māori
- 143
- Pacific
- 32
- Asian
- 10
- 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 | 21 | 9 | 3 | 1 | 0 | 3 | 0 | 28 |
| Year 02 | 17 | 2 | 0 | 1 | 0 | 2 | 0 | 21 |
| Year 03 | 12 | 1 | 1 | 1 | 0 | 7 | 0 | 21 |
| Year 04 | 19 | 6 | 1 | 0 | 0 | 5 | 0 | 24 |
| Year 05 | 24 | 5 | 1 | 0 | 0 | 5 | 0 | 29 |
| Year 06 | 11 | 5 | 0 | 0 | 0 | 3 | 0 | 15 |
| Year 07 | 18 | 6 | 2 | 1 | 0 | 2 | 0 | 25 |
| Year 08 | 18 | 2 | 2 | 0 | 0 | 4 | 0 | 22 |
| Total | 140 | 36 | 10 | 4 | 0 | 31 | 0 | 185 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 17 | 8 | 3 | 1 | 0 | 3 | 0 | 24 |
| Age 06 | 17 | 3 | 0 | 1 | 0 | 2 | 0 | 21 |
| Age 07 | 14 | 1 | 1 | 1 | 0 | 6 | 0 | 22 |
| Age 08 | 22 | 6 | 1 | 0 | 0 | 5 | 0 | 27 |
| Age 09 | 21 | 5 | 1 | 0 | 0 | 5 | 0 | 26 |
| Age 10 | 13 | 5 | 0 | 1 | 0 | 3 | 0 | 18 |
| Age 11 | 17 | 6 | 1 | 0 | 0 | 3 | 0 | 24 |
| Age 12 | 18 | 1 | 3 | 0 | 0 | 4 | 0 | 22 |
| Age 13 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 140 | 36 | 10 | 4 | 0 | 31 | 0 | 185 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
157.5%
| Huntly School (Waikato) | 157.5% |
|---|---|
| Waikato Region | 53.9% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 41.7% |
|---|---|
| Male | 241.3% |
| Māori | 208.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 211.5% |
| Total | 157.5% |
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
40.2%
| Huntly School (Waikato) | 40.2% |
|---|---|
| Waikato Region | 6.6% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 67.3% |
| Māori | 56.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 40.2% |
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%
| Huntly School (Waikato) | 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 | 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)
- 546
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 31 December 1878
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
- 10 May 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (10 May 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 10 May 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 186 — 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.
August 2018
214
Counted while ERO’s review team was at the school. Education Review Office, report of 29 October 2018
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 10 May 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
Huntly School ( Waikato ) is located in the rural Waikato town of Huntly, providing education for students in Years 1 to 8. A new principal was appointed for the beginning of 2024. A Limited Statutory Manager (LSM) has been working with the school since the end of 2022. A Ministry of Education School Achievement Function Practitioner (SAFP) began working with the school in 2024. The school has a technology block, providing specialist learning opportunities for Huntly School students and students from local and rural schools. The school’s vision is to enable students to be successful in learning and life.
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
Significant improvement is required to raise overall levels of student achievement through effective data collection, analysis and targeted action.
The school’s data from 2023 to 2024 shows that less than half of all students are achieving at expected curriculum levels in reading and mathematics with significantly lower levels of achievement in writing.
2023 achievement data does not show comparisons between ethnic groups to determine levels of equity, however girls and boys are achieving at comparable levels.
Students with additional learning needs are well supported to make appropriate progress in relation to their individual goals.
Attendance data from early 2024 shows significant improvement, however there is still an urgent need to improve rates of regular attendance for the majority of students.
Conditions to support learner success
Leadership is beginning to establish a culture for learning that is well focused on improving outcomes for students.
Deliberate steps are being taken to strengthen the consistency and reliability of assessment practices across the school.
Strategic professional learning opportunities are being implemented to improve targeted teaching in core curriculum areas.
The board and Limited Statutory Manager are working collaboratively to develop collective capability for school improvement.
Teachers are taking steps to support students’ engagement in meaningful learning opportunities.
Building positive relationships is promoting calm and orderly classroom environments.
Small group teaching opportunities are supporting students to participate fully in activities that are appropriate to their levels of learning.
Implementing key programmes is increasing explicit teaching to support improvement in literacy and mathematics.
The school is working towards strengthening processes and practices to meet the ongoing and complex needs of all students.
Liaison with a wide variety of external agencies, and in-class learning and behavioural support, contributes to positive inclusion and success for learners with additional needs.
A planned approach to gathering student voice for school decision making should now be extended to include students’ perspectives on their experiences of school and wellbeing considerations.
Collecting data on student wellbeing is an ongoing priority for the school.
Part B: Where to next?
The agreed next steps for the school are to:
develop effective analysis of school achievement data to inform responsive planning to raise achievement, especially in writing
build teacher capability to accelerate learning through a culturally inclusive, localised curriculum
further engage with whānau to support student learning and implement effective strategies to increase rates of regular attendance.
The agreed actions for the next improvement cycle and timeframes are as follows:
Within three months:
building data literacy skills to analyse school-wide achievement information
setting clear targets and action for improvement in attendance and achievement
establishing a process for clearly monitoring students’ learning progress in literacy and mathematics.
Every six months:
monitoring the rates of student attendance, progress and achievement to inform further planning and action
developing explicit teaching strategies to support accelerated learning for those students at risk of not achieving, especially in writing.
Annually:
consultation and planning with students, staff, whānau and the Māori community to enrich te reo, tikanga, mātauranga and te ao Māori within the school’s curriculum
evaluating the effectiveness of actions to raise achievement and attendance and inform next steps for improvement.
Actions taken against these next steps are expected to result in:
increased rates of regular student attendance and improved overall levels of achievement
effective use of a range of school data to support internal evaluation for continuous improvement in learner outcomes
strengthened home and school partnerships for learning
the development of an inclusive, authentic, localised curriculum supporting engagement and success for all learners.
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
10 May 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).