Katikati Primary School
Contributing · State
- Year levels
- 1–6
- Total roll
- 527
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 28 Beach Road, Katikati
- Territorial authority
- Western Bay of Plenty District
- Phone
- 07-5490105
- admin@katikati.school.nz
- Directions
- Get directions
Other schools nearby: schools in Bay of Plenty
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 277
- Māori
- 160
- Pacific
- 70
- Asian
- 111
- MELAA
- 10
- 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 | 19 | 12 | 16 | 1 | 0 | 41 | 0 | 77 |
| Year 02 | 9 | 8 | 20 | 0 | 0 | 41 | 0 | 71 |
| Year 03 | 20 | 7 | 15 | 1 | 0 | 45 | 0 | 84 |
| Year 04 | 25 | 9 | 17 | 0 | 0 | 37 | 0 | 80 |
| Year 05 | 27 | 13 | 13 | 3 | 0 | 40 | 0 | 85 |
| Year 06 | 14 | 12 | 15 | 0 | 0 | 33 | 0 | 66 |
| Year 07 | 6 | 1 | 4 | 0 | 0 | 10 | 0 | 19 |
| Total | 120 | 62 | 100 | 5 | 0 | 247 | 0 | 482 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 19 | 12 | 16 | 1 | 0 | 43 | 0 | 79 |
| Age 06 | 9 | 8 | 20 | 0 | 0 | 41 | 0 | 71 |
| Age 07 | 20 | 7 | 15 | 1 | 0 | 43 | 0 | 82 |
| Age 08 | 25 | 9 | 17 | 0 | 0 | 37 | 0 | 80 |
| Age 09 | 27 | 13 | 15 | 3 | 0 | 40 | 0 | 87 |
| Age 10 | 14 | 12 | 14 | 0 | 0 | 33 | 0 | 65 |
| Age 11 | 6 | 1 | 3 | 0 | 0 | 10 | 0 | 18 |
| Total | 120 | 62 | 100 | 5 | 0 | 247 | 0 | 482 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
166.8%
| Katikati Primary School | 166.8% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 9.4% |
|---|---|
| Male | 319.8% |
| Māori | 357.8% |
| Pacific | 239.6% |
| Asian | 52.9% |
| Other | 0% |
| European/Pākehā | 138.9% |
| Total | 166.8% |
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
33.2%
| Katikati Primary School | 33.2% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 66.8% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 62.7% |
| Total | 33.2% |
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%
| Katikati Primary School | 0% |
|---|---|
| Bay of Plenty Region | 1.4% |
| 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)
- 471
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1876
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
- 3
- Last reviewed
- 7 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
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 527 — 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 2018
608
Counted while ERO’s review team was at the school. Education Review Office, report of 24 April 2019
March 2014
496
Counted while ERO’s review team was at the school. Education Review Office, report of 9 April 2014
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 7 May 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School 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.
About the School
Katikati Primary School caters for students in Years 1 to 6. The roll of 460 students includes 20 percent Māori students. The school’s vision is ‘ Katikati Kids Proudly Succeeding’.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics.
How well does the school curriculum respond to all learners needs? Learners have sufficient opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals.
How well does school planning and conditions support ongoing improvement? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.
How well does the school include all learners and promote their engagement and wellbeing? The school reasonably promotes learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.
Student Health and Safety The school board is taking reasonable steps to ensure student health and safety.
Achievement in Years 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
The school is behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school has good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
Part B: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Students have a strong sense of wellbeing and pride in their school that supports positive relationships and engagement in learning.
Regular attendance data for Terms 3 and 4 in 2024 shows further improvement compared with Term 2 2024; the school has appropriate actions in place to work towards meeting the Government’s target for regular attendance.
The school is implementing structured literacy and introducing structured mathematics.
Learners experience an integrated curriculum with meaningful learning opportunities that respond to their interests, strengths and needs.
Leadership promotes relevant staff professional learning and development that enhances curriculum knowledge and teaching practices.
The board and leaders use evidence well from different sources, including community consultation and student achievement information, to evaluate and inform the school’s strategic direction, with a focus on continuous improvement.
Key priorities and actions for improvement
The agreed next steps for the school are to:
further embed the new structured literacy and mathematics and adapt assessment procedures to meet the Government requirements to improve outcomes for all learners
strengthen the integration of te reo Māori , tikanga Māori and mātauranga Māori in class programmes so that staff and students develop confidence in their understanding and use
monitor initiatives to improve and sustain higher levels of regular attendance for all students.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
review the impact of ongoing staff professional learning to embed the new curriculum expectations for teaching and assessment practices and how well they are improving learner outcomes in literacy and mathematics
evaluate the integration of te reo Māori , tikanga Māori and mātauranga Māori across the school curriculum to support ongoing planning and implementation
closely monitor rates of student attendance to know the impact of systems, targeted planning and processes to further inform school actions
Annually:
review and refine current teaching and assessment practices to meet the new curriculum expectations for reading, writing and mathematics.
evaluate increased capability of staff and students in te reo Māori, tikanga Māori and mātauranga Māori across the school to strategically plan next steps.
review and report to the board on student attendance, progress and achievement information to inform ongoing strategic decision making and planning.
Actions taken against these next steps are expected to result in:
a consistent approach to teaching and assessment practices that align with the new curriculum expectations, improving students’ progress and achievement in literacy and mathematics
learners and staff are confident in their knowledge, understanding and use of te reo Māori , tikanga Māori and mātauranga Māori
sustained and increased regular student attendance.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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 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 Sharon Kelly Director of Schools (Acting)
7 May 2025
Education Counts
This 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 3 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).