Kenakena School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 522
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Donovan Road, Paraparaumu Beach
- Territorial authority
- Kapiti Coast District
- Phone
- 04-2984011
- office1@kenakena.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.
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: Wed 4 February – Thu 2 April
Term 1 – Wed 4 February – Thu 2 April 2026
- Term 2, 2026: Mon 20 April – Fri 3 July
Term 2 – Mon 20 April – Fri 3 July 2026
- Term 3, 2026: Mon 20 July – Fri 25 September
Term 3 – Mon 20 July – Fri 25 September 2026
- Term 4, 2026: Mon 12 October – Thu 17 December (School finishes at 12 noon)
Term 4 – Mon 12 October – Thu 17 December 2026 – School finishes at 12 noon
- Term 1, 2026: Wed 4 February – Thu 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.
- International students
- Accepted, as stated
We have been hosting International Students since 2003.
- 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
- Kapahaka Group
Our formal Kapahaka Group caters for children from Years 5 to 8, and a few very motivated Year 4’s.
- ukulele
Children can get involved in ukulele, singing (Kenakena Sound), song-writing, school band and dance production.
- singing (Kenakena Sound)
Children can get involved in ukulele, singing (Kenakena Sound), song-writing, school band and dance production.
- song-writing
Children can get involved in ukulele, singing (Kenakena Sound), song-writing, school band and dance production.
- school band
Children can get involved in ukulele, singing (Kenakena Sound), song-writing, school band and dance production.
- dance production
Children can get involved in ukulele, singing (Kenakena Sound), song-writing, school band and dance production.
- Kenakena’s Got Talent
organises an annual talent quest, Kenakena’s Got Talent
- Kapahaka Group
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 433
- Māori
- 120
- Pacific
- 39
- Asian
- 53
- MELAA
- 20
- Other
- 2
- 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 | 13 | 6 | 6 | 2 | 1 | 47 | 0 | 59 |
| Year 02 | 18 | 4 | 7 | 3 | 0 | 54 | 0 | 63 |
| Year 03 | 12 | 4 | 7 | 2 | 0 | 55 | 0 | 60 |
| Year 04 | 15 | 1 | 8 | 4 | 0 | 58 | 1 | 66 |
| Year 05 | 16 | 6 | 8 | 2 | 0 | 48 | 0 | 60 |
| Year 06 | 17 | 2 | 7 | 2 | 0 | 62 | 0 | 77 |
| Year 07 | 20 | 6 | 9 | 3 | 0 | 64 | 0 | 79 |
| Year 08 | 13 | 4 | 8 | 6 | 0 | 56 | 0 | 70 |
| Total | 124 | 33 | 60 | 24 | 1 | 444 | 1 | 534 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 13 | 5 | 6 | 2 | 1 | 44 | 0 | 55 |
| Age 06 | 18 | 5 | 7 | 3 | 0 | 56 | 0 | 66 |
| Age 07 | 13 | 4 | 9 | 2 | 0 | 58 | 0 | 64 |
| Age 08 | 14 | 1 | 6 | 4 | 0 | 55 | 1 | 62 |
| Age 09 | 17 | 6 | 8 | 2 | 0 | 50 | 0 | 62 |
| Age 10 | 16 | 2 | 6 | 2 | 0 | 61 | 0 | 75 |
| Age 11 | 17 | 6 | 9 | 2 | 0 | 56 | 0 | 71 |
| Age 12 | 15 | 4 | 6 | 6 | 0 | 54 | 0 | 66 |
| Age 13 | 1 | 0 | 3 | 1 | 0 | 10 | 0 | 13 |
| Total | 124 | 33 | 60 | 24 | 1 | 444 | 1 | 534 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
55.9%
| Kenakena School | 55.9% |
|---|---|
| Wellington Region | 24.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 12.7% |
|---|---|
| Male | 87% |
| Māori | 66% |
| Pacific | 61.9% |
| Asian | 22.8% |
| Other | 0% |
| European/Pākehā | 51.2% |
| Total | 55.9% |
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%
| Kenakena School | 0% |
|---|---|
| Wellington Region | 2.6% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
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 suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Kenakena 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)
- 438
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 25 January 1978
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 March 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (10 March 2025)
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 same report — the board assurance report of 10 March 2025 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO and the board have identified the following areas of non-compliance during the board assurance process:
prepared its first strategic plan and annual implementation plan as required [Section 639 and 138 of the Education and Training Act 2020]
in consultation with the school’s Māori community, developed and made known to the school’s community policies, plans and targets for improving the progress and achievement of Māori students [Section 127 and 139 of the Education and Training Act 2020]
ensured that its strategic plan and annual implementation plan are available to the public on an internet site maintained by or on behalf of the board [Section 146 of the Education and Training Act 2020]
complied with the requirement to adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community [Section 91 of the Education and Training Act 2020]
ensured an average of five hours of mathematics teaching and learning is provided per week [Section 90 of the Education and Training Act 2020 (2023 Amendment)]
ensured policies and procedures are well-communicated to all staff and families, whānau of students and consistently applied [Section 34 of the Education and Training Act 2020]
reports in its annual report on the extent of its compliance [Section 597 of the Education and Training Act 2020]
obtained a police vet for every person the board appoints or intends to appoint to a position at the school and who is to work at the school during normal school hours [Section 104 of the Education and Training Act 2020]
has documents showing that suitable human resource management practices are implemented. [Section 599 of the Education and Training Act 2020]
The board has addressed the areas of non-compliance identified:
prepared its first strategic plan and annual implementation plan as required [Section 639 and 138 of the Education and Training Act 2020]
ensured that its strategic plan and annual implementation plan are available to the public on an internet site maintained by or on behalf of the board [Section 146 of the Education and Training Act 2020]
ensured policies and procedures are well-communicated to all staff and families, whānau of students and consistently applied [Section 34 of the Education and Training Act 2020]
obtained a police vet for every person the board appoints or intends to appoint to a position at the school and who is to work at the school during normal school hours [Section 104 of the Education and Training Act 2020]
has documents showing that suitable human resource management practices are implemented. [Section 599 of the Education and Training Act 2020]
The board has since taken steps to address the areas of non-compliance identified:
in consultation with the school’s Māori community, developed and made known to the school’s community policies, plans and targets for improving the progress and achievement of Māori students [Section 127 and 139 of the Education and Training Act 2020]
complied with the requirement to adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community [Section 91 of the Education and Training Act 2020]
ensured an average of five hours of mathematics teaching and learning is provided per week [Section 90 of the Education and Training Act 2020 (2023 Amendment)]
reports in its annual report on the extent of its compliance. [Section 597 of the Education and Training Act 2020]
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 522 — 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.
September 2018
558
Counted while ERO’s review team was at the school. Education Review Office, report of 17 December 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 March 2025 — “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
Kenakena School located at Paraparaumu Beach, provides education for students in Years 1 to 8. The school’s mission is to create an environment that is exciting, motivating and positive for all learners to ‘ develop key competencies for the future’ .
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
The school is working towards equitable and excellent outcomes for all students.
Achievement information shows that a majority of learners achieved at or greater than the expected curriculum levels in reading, writing and mathematics.
Improving equity for groups of learners, including Māori and Pacific students, remains a priority for the school.
An inclusive school environment and culture supports student wellbeing; students show a strong sense of belonging and pride in their school.
A majority of students attend school regularly; while the school has not yet met the Government’s target for regular attendance, leaders and teachers work alongside and support whānau to improve attendance.
Conditions to support learner success
School leadership increasingly strengthens relational trust and collaboration to deliver improvements in learning.
Leaders effectively build relational trust within the teaching team and support staff, resulting in collaborative approaches to professional growth and responsive teaching programmes that meet the needs of learners.
Shared leadership responsibilities increasingly prioritise school improvement; leaders and teachers are strengthening evaluative capabilities to better know and understand the impact of initiatives and strategies for improving learner outcomes.
Leaders strongly advocate for the health and wellbeing of learners that ensures a positive and inclusive learning environment.
Responsive teaching practices create positive and respectful learning environments.
Students learn in an environment where they are encouraged to work collaboratively and to take risks with their learning; well-established routines and clear expectations result in calm learning-focused classes.
Students needing additional in-class learning and behavioural support are identified and provided with effective assistance; this contributes to a positive and inclusive learning environment.
Teachers use assessment information well, to inform teaching and learning and respond to the needs of each learner.
Key school conditions are increasingly well aligned to support learner success.
The board, leaders and staff promote a positive, inclusive school culture, with a clear focus on improving learner engagement and wellbeing; support systems are well-established to reduce barriers to learning.
The board is well informed, resulting in decision making that is based on quality information and best practice evidence.
Leaders and teachers are strengthening the use of information from a range of sources to plan for ongoing improvement.
The board, leaders and staff continue to strengthen partnerships with whānau and the wider community, including local iwi and hapū , to ensure active participation in the planning and decision-making of the school.
Part B: Where to next?
The agreed next steps for the school are to:
continue to improve attendance and achievement outcomes in reading, writing and mathematics for all learners
further develop the school’s evaluation processes to monitor and review the most significant initiatives for increasing equity in attendance, progress and achievement for all students, particularly for Māori and Pacific learners
strengthen partnerships with whānau , using the skills they bring, to improve student learning, engagement and attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
review and refine a schoolwide evaluation approach that identifies the extent to which professional learning, and other initiatives, impact on improved learner outcomes and attendance
Every six months:
continue to track, monitor, analyse and report on attendance, progress and achievement for priority groups of learners
evaluate progress and achievement data with a particular focus for the ongoing impact of professional development on student achievement outcomes in the structured literacy acceleration and mathematics intervention programmes.
build on current practice to strengthen engagement with whānau , to sustain active participation in the planning and decision-making of the school
Annually:
continue to review, analyse and report on the effectiveness of professional learning and the impact of teaching and learning programmes on student progress and equity of achievement, particularly for Māori and Pacific learners
review, analyse and report on the impact of initiatives to improve attendance
continue to gather and review parent, whānau and mana whenua voice on the success of partnerships with the school and engagement with their children’s learning.
Actions taken against these next steps are expected to result in:
accelerated progress and achievement for priority groups of learners in reading, writing and mathematics
improved and sustained levels of regular attendance rates
enhanced internal evaluative practices that effectively assess the impact of actions and inform deliberate decision making for improving student outcomes, particularly for Māori and Pacific learners
improved and sustained levels of engagement with whānau and the wider community, with increased participation in the decision-making process of the school.
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
Sharon Kelly Acting Director of Schools
10 March 2025
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).