Kiwitahi School
Contributing · State
- Year levels
- 1–6
- Total roll
- 94
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 2 Chepmell Road, Kiwitahi
- Territorial authority
- Matamata-Piako District
- Phone
- 07-8874823
- administrator@kiwitahi.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
Loading zone map…
Zone boundaries shown here are approximate. Ministry of Education data warns these boundaries do not have high spatial precision and can place neighbouring addresses on different sides of a line. This is not a confirmation of enrolment eligibility — always confirm directly with the school. Zone geometry also does not reflect enrolment priority rules (siblings, special character categories, ballots) — it shows the mapped boundary only.
Check if your address is in zone →
Source: Ministry of Education, CC BY 3.0 NZ
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 84
- Māori
- 7
- Pacific
- 0
- Asian
- 8
- MELAA
- 2
- 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 | 1 | 0 | 1 | 0 | 0 | 20 | 0 | 21 |
| Year 02 | 2 | 0 | 0 | 1 | 0 | 10 | 0 | 11 |
| Year 03 | 3 | 0 | 0 | 0 | 0 | 15 | 0 | 16 |
| Year 04 | 2 | 0 | 1 | 2 | 0 | 6 | 0 | 10 |
| Year 05 | 0 | 0 | 2 | 0 | 0 | 15 | 0 | 17 |
| Year 06 | 0 | 0 | 0 | 1 | 0 | 12 | 0 | 13 |
| Total | 8 | 0 | 4 | 4 | 0 | 78 | 0 | 88 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 0 | 0 | 0 | 17 | 0 | 18 |
| Age 06 | 2 | 0 | 1 | 1 | 0 | 10 | 0 | 11 |
| Age 07 | 3 | 0 | 0 | 0 | 0 | 17 | 0 | 18 |
| Age 08 | 2 | 0 | 1 | 2 | 0 | 7 | 0 | 11 |
| Age 09 | 0 | 0 | 1 | 0 | 0 | 14 | 0 | 15 |
| Age 10 | 0 | 0 | 1 | 1 | 0 | 12 | 0 | 14 |
| Age 11 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 8 | 0 | 4 | 4 | 0 | 78 | 0 | 88 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Kiwitahi School | 0% |
|---|---|
| Waikato Region | 53.9% |
| Contributing | 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 | 0% |
| 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%
| Kiwitahi School | 0% |
|---|---|
| Waikato Region | 6.6% |
| Contributing | 3.5% |
| 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 | 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%
| Kiwitahi School | 0% |
|---|---|
| Waikato Region | 2.4% |
| Contributing | 1.5% |
| 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 | 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)
- 439
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 30 September 1913
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
- 16 October 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (16 October 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 16 October 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 94 — 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.
October 2018
39
Counted while ERO’s review team was at the school. Education Review Office, report of 25 February 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 16 October 2024 — “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
Kiwitahi School, a rural school located near Morrinsville, provides education for students in Years 1 to 6. The school’s vision is to develop proud and resilient Kiwitahi learners who are equipped with the practical skills that reflect the community’s rural heritage and empower them to have successful futures . The board appointed a new principal who will begin in Term 4 2024.
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
Most learners are engaged, make good progress and achieve very well.
Almost all learners achieve at or above curriculum expectations in reading, and most in writing and mathematics.
Learners express a strong sense of belonging and pride in their school and have high engagement in learning.
The majority of learners attend regularly; the school is yet to meet the Ministry of Education’s target for regular attendance.
Conditions to support learner success
Collaborative and strategic leadership enhances learner success through quality systems and processes.
Leaders and teachers sustain high levels of relational trust with the school community through ongoing collaboration to achieve the school’s strategic vision.
Leadership prioritises areas for strategic improvement through well-coordinated planning and regular evaluation of the curriculum to meet the interests and needs of all learners.
Well-considered staff professional development is targeted, planned and implemented for improving and sustaining learner outcomes.
Learners experience a well-designed and meaningful local curriculum that provides extensive opportunities to learn across the breadth of The New Zealand Curriculum .
Leaders and teachers have developed and implemented a relevant local curriculum that reflects the community’s rural context and equips learners with the skills needed for future pathways.
Teachers use a range of responsive teaching practices that enable all learners to make progress in their learning.
Te reo Māori and tikanga Māori are becoming integrated into the local curriculum so that all learners know and understand more about Aotearoa New Zealand.
Key conditions that underpin successful education are embedded and well-aligned.
The board deliberately consults with the local community to develop a shared strategic vision that reflects parent and whānau aspirations.
Parents and whānau are key partners in their child’s learning and actively participate in the life of the school.
A strong culture of care for learners and staff contributes to a positive learning environment that supports wellbeing and success.
Leaders and teachers utilise community resources effectively, including professional networks and local organisations, to implement school initiatives.
Part B: Where to next?
The agreed next steps for the school are to:
increase the regular attendance of all students
embed and refine the local curriculum to ensure all learners are equipped with the skills needed for their future pathways
strengthen the use of te reo Māori and tikanga Māori so that staff and learners develop confidence in their knowledge and understanding of Aotearoa New Zealand.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
monitor rates of student attendance to know the impact of initiatives and inform further school actions
review the progress made with embedding the school’s local curriculum to support future planning and action
provide staff with professional development to improve the integration of te reo Māori and tikanga Māori in teaching and learning
Annually:
review and report to the board on student attendance, progress and achievement to evaluate the impact of the refined local curriculum on learner outcomes and respond
evaluate the progress of integrating te reo Māori and tikanga Māori in teaching and learning.
Actions taken against these next steps are expected to result in:
more students attending regularly and improved and sustained high levels of achievement in reading, writing and mathematics
a local curriculum that continues to engage all learners resulting in equitable and excellent outcomes
learners and teachers confident in their understanding and use of te reo Māori and tikanga Māori .
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
Shelley Booysen Director of Schools
16 October 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 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).