Kokopu School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 123
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 921 Kokopu Road, Whangarei
- Territorial authority
- Whangarei District
- Phone
- 09-4346765
- office@kokopu.school.nz
- Website
- http://www.kokopu.school.nz
- Directions
- Get directions
Other schools nearby: schools in Whangārei · schools in Northland
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.
- School day starts
- 9.00am
Start of Day 9.00am
- 9.00am
- School day ends
- 3.00pm
End of day 3.00pm
- 3.00pm
- Term dates
- Term 1, 2026: Tuesday 3 February – Thursday, 2 April
Term 1: Tuesday 3 February – Thursday, 2 April
Year stated as2026 Term Dates
- Term 2, 2026: Monday, 20 April – Friday, 3 July
Term 2: Monday, 20 April – Friday, 3 July
Year stated as2026 Term Dates
- Term 3, 2026: Monday, 20 July – Friday, 25 September
Term 3: Monday, 20 July – Friday, 25 September
Year stated as2026 Term Dates
- Term 4, 2026: Monday, 12 October – Tuesday, 15 December
Term 4: Monday, 12 October – Tuesday, 15 December
Year stated as2026 Term Dates
- Term 1, 2026: Tuesday 3 February – Thursday, 2 April
- Getting there
- School bus route starting at 103-253 McKinley Rd, Kokopu, travelling via Kara Rd and Kokopu Rd to Kokopu School, then out Knight Rd, Ruatangata West
Start at 103-253 McKinley Rd, Kokopu, Whangarei, 0179 - Go southeast on McKinley Rd - Arrive at 158-262 McKinley Rd, Kokopu, Whangarei, 0179, on the left - Depart 158-262 McKinley Rd, Kokopu, Whangarei, 0179 - Continue east on McKinley Rd - Turn left on Kara Rd - Arrive at 369-369 Kara Rd, Maungatapere, Whangarei, 0179, on the left - Depart 369-369 Kara Rd, Maungatapere, Whangarei, 0179 - Continue northeast on Kara Rd - Turn left at Wood Rd to stay on Kara Rd - Turn left on Kokopu Rd - Arrive at Kokopu School, Kokopu Rd, Kokopu, Whangarei, 0179, NZL, on the right - Depart Kokopu School, Kokopu Rd, Kokopu, Whangarei, 0179, NZL - Continue west on Kokopu Rd - Turn right on Knight Rd - Arrive at Knight Rd, Ruatangata West, Whangarei, 0179, on the left - Depart Knight Rd, Ruatangata West, Whangarei, 0179 - Continue northeast on Knight Rd - Arrive at 136-232 Knight Rd, Ruatangata West, Whangarei, 0176, on the left - Depart 136-232 Knight Rd, Ruatangata West, Whangarei, 0176 - Go back west on Knight Rd - Arrive at 405-545 Knight Rd, Ruatangata West, Whangarei, 0179, on the left - Depart 405-545 Knight Rd, Ruatangata West, Whangarei, 0179 - Continue southwest on Knight Rd - Turn left on Kokopu Rd - Finish at Kokopu School, Kokopu Rd, Kokopu, Whangarei, 0179, NZL, on the left
- School bus route starting at 103-253 McKinley Rd, Kokopu, travelling via Kara Rd and Kokopu Rd to Kokopu School, then out Knight Rd, Ruatangata West
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.
- In their words
- Kōkopu School’s Vision
- Growing Together, Learning Forever
- The vision statements reflect a commitment to lifelong learning, collaboration, and community building, where everyone has a role to play in supporting each other's growth and development.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 108
- Māori
- 29
- Pacific
- 2
- Asian
- 7
- MELAA
- 3
- 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 | 6 | 1 | 0 | 0 | 0 | 12 | 0 | 13 |
| Year 02 | 8 | 0 | 0 | 1 | 0 | 16 | 0 | 21 |
| Year 03 | 4 | 0 | 2 | 1 | 0 | 10 | 0 | 15 |
| Year 04 | 5 | 1 | 1 | 0 | 0 | 12 | 0 | 15 |
| Year 05 | 7 | 0 | 0 | 1 | 0 | 18 | 0 | 21 |
| Year 06 | 1 | 0 | 1 | 0 | 0 | 14 | 0 | 14 |
| Year 07 | 3 | 1 | 2 | 0 | 0 | 14 | 0 | 17 |
| Year 08 | 0 | 0 | 0 | 0 | 0 | 8 | 0 | 8 |
| Total | 34 | 3 | 6 | 3 | 0 | 104 | 0 | 124 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 1 | 0 | 0 | 0 | 11 | 0 | 12 |
| Age 06 | 8 | 0 | 0 | 1 | 0 | 17 | 0 | 22 |
| Age 07 | 4 | 0 | 2 | 1 | 0 | 10 | 0 | 15 |
| Age 08 | 5 | 1 | 1 | 0 | 0 | 12 | 0 | 15 |
| Age 09 | 6 | 0 | 0 | 1 | 0 | 18 | 0 | 20 |
| Age 10 | 2 | 0 | 1 | 0 | 0 | 15 | 0 | 16 |
| Age 11 | 3 | 1 | 2 | 0 | 0 | 12 | 0 | 15 |
| Age 12 | 0 | 0 | 0 | 0 | 0 | 7 | 0 | 7 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 34 | 3 | 6 | 3 | 0 | 104 | 0 | 124 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Kokopu School | 0% |
|---|---|
| Northland Region | 52% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Kokopu School | 0% |
|---|---|
| Northland Region | 6.5% |
| 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%
| Kokopu School | 0% |
|---|---|
| Northland Region | 2.7% |
| 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)
- 461
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 31 January 1914
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
- 28 July 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (28 July 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 28 July 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 123 — 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.
February 2018
112
Counted while ERO’s review team was at the school. Education Review Office, report of 1 May 2018
March 2015
59
Counted while ERO’s review team was at the school. Education Review Office, report of 15 May 2015
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 28 July 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 12 months of the Education Review Office and Kokopu 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
Kokopu School, located west of Whangarei , provides education for students in years 1 to 8. The school’s vision is “for all our children to be Inspired, Inquiring, Nurtured, Self-Motivated, Positive, Involved, Respectful, Enthusiastic, Dynamic”.
Kokopu School’s strategic priorities for improving outcomes for learners are:
achieving “Amazing and Inspiring” things together
developing our inspiring teachers
building an inspirational learning environment.
You can find a copy of the school’s strategic and annual plan on Kokopu School’s website.
ERO and the school are working together to evaluate the effectiveness of the structured literacy programme in enhancing the academic progress of all learners.
The rationale for selecting this evaluation is:
the school has introduced Structured Literacy as a foundational literacy approach which develops the fundamental aspects of language, like phonics, phonological awareness, and word recognition
analysis of school reading data supports a structured approach to early literacy
a consistent approach in the teaching of literacy is valued for the predictable and organised learning experience for all learners.
The school expects to see:
learners with a strong foundation in literacy who can apply these skills to accurately decode words, understand letter-sound relationships, and apply strategies to comprehend and analyse texts
increased student achievement in reading for all learners, especially for those with persistent reading difficulties
teachers from Years 0-8 continuing to develop their literacy teaching expertise to implement literacy approaches which lead to improved outcomes
teachers to continue to look for ways to ensure engagement and enjoyment in reading.
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate the effectiveness of the structured literacy programme in enhancing the academic progress of all learners:
staff share knowledge and best practices refining methods and programmes to serve the diverse student population
regular assessments and evaluations enable the school to monitor effectiveness and make informed decisions for learning and targeted interventions, including a collective and consistent approach to the teaching of literacy
effective collaboration and leadership to actively develop, promote and implement the vision and values of the school
leaders who prioritise and plan for continuous improvement, striving for equitable and outstanding results for all learners.
Where to next?
Moving forward, the school will prioritise:
implement assessments which measure learner progress across different literacy programmes, including structured literacy
using assessment information to identify areas of strength and weakness, and make informed decisions about teaching strategies
strengthening the communication with families about their student’s literacy progress and achievement
utilising assessments to track student progress, refining teaching methods, and ensuring the structured literacy programmes cater to the diverse needs of their learners.
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
28 July 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).