Kaponga School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 47
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 30 Egmont Street, Kaponga
- Territorial authority
- South Taranaki District
- Phone
- 06-7646693
- admin@kaponga.school.nz
- Directions
- Get directions
Other schools nearby: schools in Taranaki
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.
- Uniform
- Required
We have a uniform. It consists of a black Kaponga polo shirt and a black Kaponga hoodie or polar fleece vest.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 44
- Māori
- 12
- Pacific
- 0
- 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 | 5 | 0 | 0 | 1 | 0 | 8 | 0 | 12 |
| Year 02 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Year 03 | 1 | 0 | 0 | 0 | 0 | 7 | 0 | 7 |
| Year 04 | 3 | 0 | 1 | 0 | 0 | 3 | 0 | 5 |
| Year 05 | 0 | 0 | 0 | 1 | 0 | 4 | 0 | 5 |
| Year 06 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 6 |
| Year 08 | 1 | 0 | 0 | 0 | 0 | 9 | 0 | 9 |
| Total | 14 | 0 | 1 | 2 | 0 | 42 | 0 | 52 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 0 | 0 | 0 | 0 | 7 | 0 | 9 |
| Age 06 | 3 | 0 | 0 | 1 | 0 | 3 | 0 | 6 |
| Age 07 | 1 | 0 | 0 | 0 | 0 | 8 | 0 | 8 |
| Age 08 | 3 | 0 | 1 | 0 | 0 | 3 | 0 | 5 |
| Age 09 | 0 | 0 | 0 | 1 | 0 | 4 | 0 | 5 |
| Age 10 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 6 |
| Age 12 | 1 | 0 | 0 | 0 | 0 | 8 | 0 | 8 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 14 | 0 | 1 | 2 | 0 | 42 | 0 | 52 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Kaponga School | 0% |
|---|---|
| Taranaki Region | 41.7% |
| 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 | 0% |
| 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%
| Kaponga School | 0% |
|---|---|
| Taranaki Region | 4.1% |
| 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 | 0% |
| 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%
| Kaponga School | 0% |
|---|---|
| Taranaki Region | 1.6% |
| 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 | 0% |
| 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)
- 505
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 27 January 2005
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
- 12 May 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (12 May 2023)
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 12 May 2023 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 47 — 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.
March 2019
109
Counted while ERO’s review team was at the school. Education Review Office, report of 16 May 2019
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 12 May 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 18 months of the Education Review Office and Kaponga 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
Kaponga School caters for students in Years 1 to 8 and is located in South Taranaki .
Kaponga School’s strategic priorities for improving outcomes for learners are:
all students will have equal and equitable opportunities to excel as evidenced by their achievement in relation to the New Zealand Curriculum (NZC) levels
to develop and implement the values of Kaponga Primary School
to broaden the knowledge, skills and character of our learners and staff through a variety of high-quality rich learning experiences which promotes student engagement, agency, and achievement
to enable all students, staff and whānau to collaborate as part of a community who are focused on being partners in learning
develop closer links with our Māori community and implement initiatives based on identified needs of our Māori student.
You can find a copy of the school’s strategic and annual plan on Kaponga School’s website.
ERO and the school are working together to evaluate how well school conditions achieve equitable and excellent outcomes for all learners.
The rationale for selecting this evaluation is:
the school is seeking to gather information over time to inform evaluation into the impact of curriculum delivery, teaching practice and school conditions on outcomes for learners.
The school expects to see:
equity and excellence for students and accelerated progress for learners working toward curriculum expectations in the key priorities of literacy and mathematics
school conditions and curriculum delivery that achieve the purposeful engagement of students in learning.
Strengths
The school can draw from the following strengths to support its goal to promote the conditions that achieve equitable and excellent outcomes for all learners:
leaders, trustees, and staff work collaboratively to pursue the schools shared vision and promote the development of their strategic priorities
learners experience a broad range of curriculum experiences and are provided with appropriate opportunities to make choices in relation to learning contexts and activities that match their interests
the school utilises an appropriate range of assessment tools and practices to identify learners requiring their progress accelerated and report outcomes to parents and whānau .
Where to next?
Moving forward the school will prioritise:
ongoing development of culturally responsive curriculum practice in partnership with Māori whānau
continued implementation of the school’s values framework to promote shared expectations for purposeful and positive engagement
further implement the professional growth cycle and teaching as inquiry to support ongoing review and development of teacher practice.
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
12 May 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).