Kopuarahi School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 8
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Bush Road, Thames
- Territorial authority
- Hauraki District
- Phone
- 07-8675048
- office@kopuarahi.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
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.
- Uniform
- Required
The school T-shirt must be worn with black or dark blue shorts/long pants/leggings.
- Required
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
- Our mission is to Point kids in the right direction through,
- BEST - Learning Taumata ako
- BEST - Service Taumata whai koha
- BEST - Self Taumata mana
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 4
- Māori
- 4
- Pacific
- 0
- Asian
- 2
- 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 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 03 | 1 | 0 | 1 | 0 | 0 | 2 | 0 | 3 |
| Year 04 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Year 08 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Total | 4 | 0 | 1 | 0 | 0 | 5 | 0 | 9 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 06 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 07 | 1 | 0 | 1 | 0 | 0 | 2 | 0 | 3 |
| Age 08 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Age 12 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Total | 4 | 0 | 1 | 0 | 0 | 5 | 0 | 9 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
115.3%
| Kopuarahi School | 115.3% |
|---|---|
| Waikato Region | 53.9% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 157.7% |
| Māori | 548.5% |
| Pacific | Not available (source marker: "nd") |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 115.3% |
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%
| Kopuarahi 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 | 0% |
| 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%
| Kopuarahi 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 | 0% |
| 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)
- 524
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1917
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
- 15 September 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (15 September 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 15 September 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 8 — 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.
May 2019
18
Counted while ERO’s review team was at the school. Education Review Office, report of 24 June 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 15 September 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 five months of the Education Review Office and Kopuarahi 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
Kopuarahi School is located 14 kilometres west of Thames on State Highway 25 near Pipiroa and provides education for students in years 0 to 8. The school is focused on ‘pointing kids in the right direction’ by fostering BEST learning, BEST service, and BEST self.
Kopuarahi School’s strategic priorities for improving outcomes for learners are to:
provide an environment where every learner feels safe, appreciated and included
provide rich, child-centred learning opportunities through a curriculum built on empowering students
grow effective and strategic governance and management.
You can find a copy of the school’s strategic and annual plan on Kopuarahi School’s website.
ERO and the school are working together to evaluate the extent to which individual learning and wellbeing plans and programmes are supporting progress towards excellent and equitable outcomes.
The rationale for selecting this evaluation is:
the small number of learners enrolled in the school
the significant difference it will make to those learners with additional learning and wellbeing needs.
The school expects to see equitable and excellent outcomes resulting from:
a range of tools being used to identify the learning and wellbeing needs of each student accurately
the wellbeing and learning needs of each student being deliberately targeted with responsive, tailored programmes
learning-focused partnerships with whānau and outside agencies supporting student success.
Strengths
The school can draw from the following strengths to support its goal to meet the needs of every child:
a localised, hands-on curriculum that promotes engagement
positive and caring relationships that support connection and responsiveness
experienced leadership committed to meeting the needs of individual learners.
Where to next?
Moving forward, the school will prioritise continuing to:
gather accurate information to support a clear understanding of each student’s learning and well-being needs
develop individualised wellbeing and learning programmes to target student need and monitor progress
foster meaningful educational connections with whānau and outside agencies to support students to succeed.
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
15 September 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 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).