Kinohaku School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 12
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 22 Kawhia Harbour Road, Taharoa
- Territorial authority
- Waitomo District
- Phone
- 07-8767550
- office@kinohaku.school.nz
- Website
- not reported
- Directions
- Get directions
Other schools nearby: schools in Waikato
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 4
- Māori
- 11
- 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 02 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 03 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 06 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Year 08 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Total | 6 | 0 | 0 | 0 | 0 | 7 | 0 | 10 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 06 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 07 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 10 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Age 12 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 6 | 0 | 0 | 0 | 0 | 7 | 0 | 10 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Kinohaku School | 0% |
|---|---|
| Waikato Region | 53.9% |
| 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 | Not available (source marker: "nd") |
| 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%
| Kinohaku School | 0% |
|---|---|
| Waikato Region | 6.6% |
| 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 | Not available (source marker: "nd") |
| 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%
| Kinohaku School | 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 | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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)
- 526
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1907
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
- 2
- Last reviewed
- 23 April 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 23 April 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 23 April 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
Kinohaku School provides education for learners in Years 1 to 8. There are nine students on the school roll. The school’s vision of ‘Harbouring success in every learner’ is underpinned by the values of ‘to be proud, responsible, respectful, confident and independent’. The board employed a permanent principal in Term 3, 2024.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? The school is working towards high levels of success and progress for all learners.
What is the quality of teaching and learning? Learners benefit from good 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 some 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.
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 reports usefully and accurately 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 Almost all 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 equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Attendance
The school is significantly behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Assessment
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers should improve their use of assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school is developing 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
Learners are confident and have a strong sense of belonging and pride in their school.
Leadership establishes positive relationships with a range of educational networks that support school priorities and planning for improvement.
Teachers continue to work towards implementing structured literacy and mathematics across all levels of the school.
Staff appropriately support learners at risk of not achieving, enabling students to make good progress in their learning.
Regular communication from leadership and the provision of ongoing professional learning builds the collective capability of all staff.
Staff regularly reflect on the progress of individual students and work collaboratively to improve their teaching practice and outcomes for learners.
Key priorities and actions for improvement
The agreed next steps for the school are to:
engage with parents and whānau to implement effective strategies that increase rates of regular attendance
review and strengthen schoolwide assessment practices to improve the quality of overall teacher judgements for student progress and achievement
further develop effective analysis of student achievement information to inform strategic planning and targeted actions for continuous improvement
strengthen te reo Māori, tikanga Māori and mātauranga Māori within the curriculum so that staff and students actively give effect to Te Tiriti o Waitangi .
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
set clear targets and implement actions to improve students’ regular attendance
develop an assessment schedule to support and guide consistency of teacher practice.
Every six months:
monitor and review actions and initiatives to increase regular attendance, identifying next steps
review and refine teaching strategies to respond effectively to student assessment information, supporting high quality practice
provide staff with ongoing professional development to strengthen the integration of te reo Māori, tikanga Māori and mātauranga Māori in teaching and learning.
Annually:
review and report to the board on student attendance, progress and achievement information to support ongoing planning and action
evaluate and report on the effectiveness of school improvement actions to inform strategic decision making
evaluate progress with integrating te reo Māori, tikanga Māori and mātauranga Māori in teaching and learning.
Actions taken against these next steps are expected to result in:
increased rates of regular student attendance
effective use of student progress and achievement information that supports equitable and excellent outcomes for all learners in reading, writing and mathematics
learners and staff confident in their understanding and use of te reo Māori, tikanga Māori and mātauranga Māori .
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
Actions for Compliance
ERO has identified the following areas of non-compliance during the board assurance process:
hold regular trial evacuation practices and report these to the board [Fire and Emergency New Zealand Act 2017; Fire Safety, Evacuation Procedures and Evacuation Schemes Regulations 2018]
implement a formalised method for identifying, addressing and monitoring hazards, and regularly report hazard management practices to the board. [Health and Safety at Work Act 2015; Health and Safety at Work (General Risk and Workplace Management) Regulations 2016]
The board has since addressed the areas of non-compliance identified.
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)
23 April 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 2 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).