Kapiti School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 101
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 20 Iver Trask Place, Paraparaumu
- Territorial authority
- Kapiti Coast District
- Phone
- 04-2985605
- admin@kapiti.school.nz
- Website
- http://www.kapiti.school.nz/
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
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.
- In their words
- Our Values T E A M
- T: Tu Tangata - we stand tall, proud and are responsible
- E: Excel - We do our best
- A: Active Learner - We think create and share
- M: Manaakitanga - We care and respect all
- Together Everyone Achieves More!!
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 42
- Māori
- 23
- Pacific
- 18
- Asian
- 33
- MELAA
- 3
- Other
- 1
- 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 | 1 | 0 | 5 | 0 | 0 | 2 | 0 | 8 |
| Year 02 | 2 | 2 | 0 | 0 | 0 | 3 | 0 | 6 |
| Year 03 | 0 | 1 | 3 | 0 | 0 | 7 | 0 | 11 |
| Year 04 | 2 | 1 | 5 | 0 | 0 | 3 | 0 | 10 |
| Year 05 | 5 | 1 | 3 | 0 | 0 | 4 | 0 | 13 |
| Year 06 | 2 | 0 | 4 | 0 | 0 | 7 | 0 | 11 |
| Year 07 | 6 | 4 | 5 | 0 | 0 | 3 | 0 | 17 |
| Year 08 | 2 | 3 | 3 | 0 | 0 | 5 | 0 | 13 |
| Total | 20 | 12 | 28 | 0 | 0 | 34 | 0 | 89 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 5 | 0 | 0 | 2 | 0 | 7 |
| Age 06 | 2 | 1 | 0 | 0 | 0 | 3 | 0 | 5 |
| Age 07 | 1 | 2 | 3 | 0 | 0 | 6 | 0 | 12 |
| Age 08 | 2 | 1 | 5 | 0 | 0 | 3 | 0 | 10 |
| Age 09 | 5 | 1 | 3 | 0 | 0 | 5 | 0 | 14 |
| Age 10 | 2 | 0 | 4 | 0 | 0 | 7 | 0 | 11 |
| Age 11 | 6 | 4 | 5 | 0 | 0 | 3 | 0 | 17 |
| Age 12 | 2 | 3 | 3 | 0 | 0 | 5 | 0 | 13 |
| Total | 20 | 12 | 28 | 0 | 0 | 34 | 0 | 89 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
163%
| Kapiti School | 163% |
|---|---|
| Wellington Region | 24.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 370.2% |
| Māori | 278.9% |
| Pacific | 159.8% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 110.2% |
| Total | 163% |
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
44.4%
| Kapiti School | 44.4% |
|---|---|
| Wellington Region | 2.6% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 102.6% |
| Māori | 163.7% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 44.4% |
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%
| Kapiti School | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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)
- 477
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 31 January 1973
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
- 8 February 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (8 February 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 8 February 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 101 — 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
227
Counted while ERO’s review team was at the school. Education Review Office, report of 13 May 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 8 February 2024 — “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 nine months of the Education Review Office and Kapiti 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
Kapiti School, located in Paraparaumu , is a full primary school providing education for students in Years 1 to 8. The school curriculum is supported by four ‘drivers’ – strengths-based authentic learning; collaborative communication; whakawhanaungatanga and identity; and curiosity and innovation. Two classrooms have a focus on Montessori philosophy.
Kapiti School ’s strategic priorities for improving outcomes for learners are:
To identify and address barriers to students’ access to the curriculum.
To build engagement with the school community.
To strengthen teacher capability to deliver the curriculum.
You can find a copy of the school’s strategic and annual plan on Kapiti School’s website.
ERO and the school are working together to evaluate how effectively the school has addressed barriers to accessing the curriculum for all learners.
The rationale for selecting this evaluation is:
the KPS curriculum outlines a learner pathway which reflects the dispositions learners will require to thrive in the future
feedback from several sources has identified barriers to students accessing the curriculum
community engagement identifies a need to support successful outcomes for learners.
The school expects to see:
teachers who are well supported to deliver the Kapiti School Curriculum in classrooms that are settled with students engaged in learning
improved outcomes for students measured by achievement data and improved social connectedness across the school.
Strengths
The school can draw from the following strengths to support its goal to identify and address barriers to students’ access to the curriculum:
a board and leadership team focused on addressing current challenges and restoring the confidence of the community in the school
the strategic plan has a strong vision for the school and its students. It has been recently reviewed and refreshed for 2024 with four strategic goals – community, curriculum, capacity and communication
the curriculum outlines pedagogical practices including what both teachers and learners will be doing.
Where to next?
Moving forward, the school will prioritise:
ensuring and monitoring student physical and emotional safety
reducing barriers to accessing the curriculum.
ERO has concerns about
expectations for learning environments to support effective teaching, prioritising support for those who are new to learning areas and new to the school
the implementation of systems, policies and practices to ensure students are supported within a safe school environment
systems and processes to effectively use, report and scrutinise wellbeing, progress and achievement information schoolwide.
Recommendation
The school should continue to focus on valued outcomes for learners while embedding effective evaluative practices in classroom practice, wellbeing, leadership and governance. To bring about the improvements identified, ERO recommended that the Ministry of Education provide support in relation to governance and leadership of learning and effective teaching, including the health, safety and wellbeing of children and staff.
The Ministry of Education is working alongside the school.
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.
Shelley Booysen Director of Schools
8 February 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).