Mahana School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 53
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 15 Mahana School Road, Mahana
- Territorial authority
- Tasman District
- Phone
- 03-5432887
- office@mahana.school.nz
- Website
- http://www.mahana.school.nz
- Directions
- Get directions
Other schools nearby: schools in Tasman
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
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.
- Getting there
- School bus operating morning pick ups and afternoon drop offs; the morning run goes anti clockwise and the afternoon drop off runs clockwise
Our school bus operates the morning pick ups and afternoon drop offs. The morning run goes anti clockwise and the afternoon drop off runs clockwise.
- School bus operating morning pick ups and afternoon drop offs; the morning run goes anti clockwise and the afternoon drop off runs clockwise
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
- Mātou Mīhana
- Where each child is KNOWN, VALUED and CARED FOR
- Moemoeā
- Mahanatanga in our Hearts, The World in our Hands.
- Tae rawa te mahanatanga ki tōu ngākau, ka haere ki te ao mārama.
- Hold your Mahanatanga close to your heart, and go out to thrive in the world.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 49
- Māori
- 9
- Pacific
- 0
- Asian
- 1
- 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 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Year 02 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Year 03 | 0 | 0 | 0 | 1 | 0 | 9 | 0 | 9 |
| Year 04 | 1 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Year 05 | 0 | 0 | 1 | 1 | 0 | 7 | 0 | 8 |
| Year 06 | 0 | 0 | 0 | 1 | 0 | 5 | 0 | 5 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 12 | 0 | 12 |
| Year 08 | 0 | 1 | 0 | 0 | 0 | 6 | 0 | 6 |
| Total | 4 | 1 | 1 | 3 | 0 | 51 | 0 | 52 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Age 06 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Age 07 | 0 | 0 | 0 | 1 | 0 | 7 | 0 | 7 |
| Age 08 | 1 | 0 | 0 | 0 | 0 | 7 | 0 | 7 |
| Age 09 | 0 | 0 | 1 | 1 | 0 | 7 | 0 | 8 |
| Age 10 | 0 | 0 | 0 | 1 | 0 | 5 | 0 | 5 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 11 | 0 | 11 |
| Age 12 | 0 | 1 | 0 | 0 | 0 | 7 | 0 | 7 |
| Total | 4 | 1 | 1 | 3 | 0 | 51 | 0 | 52 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Mahana School | 0% |
|---|---|
| Tasman Region | 33% |
| 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%
| Mahana School | 0% |
|---|---|
| Tasman Region | 3.2% |
| 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%
| Mahana School | 0% |
|---|---|
| Tasman Region | 2.1% |
| 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)
- 414
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 31 August 1916
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
- 23 June 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (23 June 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 23 June 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 53 — 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.
November 2017
82
Counted while ERO’s review team was at the school. Education Review Office, report of 26 January 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 23 June 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 16 months of the Education Review Office and Mahana 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
Mahana School is located rurally in Upper Moutere in the Tasman district and is a member of Kāhui Ako Ki Motueka . The school caters for learners in Years 1 to 8.
Mahana School’s strategic priorities for improving outcomes for learners are that:
wellbeing and engagement are at the centre of learning, so that students are known, valued and cared for in a safe, positive and inclusive culture
improved learning and achievement outcomes for all students are fostered with high aspirations, barrier-free access to the curriculum and learning opportunities that accelerate progress
teachers continue to develop pedagogy for effective teaching and learning practices with a strengthened localised curriculum, understanding and knowledge.
You can find a copy of the school’s strategic and annual plan on Mahana School’s website.
ERO and the school are working together to evaluate capability-building in mathematics teaching, underpinned by a culturally responsive pedagogy of relationships and a focus on making learning visible.
The rationale for selecting this evaluation is:
the school has been developing culturally responsive practices and visible learning strategies to underpin and enhance all teaching
the school and Kāhui Ako are involved in professional development to grow mathematics, reflected in strategic planning
there is scope to revisit use of assessment tools and analysis of data to inform teaching and leadership decision-making, to enhance outcomes for learners in mathematics.
improved mathematics teaching practices will inform the school’s review of its curriculum guidelines and a progression of learning from Years 1 to 8 in the core learning areas.
The school expects to see confident and engaged learners, actively involved in goal-setting activities, discussing mathematical strategies and monitoring and identifying their progress. Learner progress will be visible to families and whānau , with a range of opportunities for the community to actively participate in and support the school’s mathematics journey. The teaching team will demonstrate consistent practices, with responsive, evidence-based and explicit teaching that builds on students’ strengths and prior knowledge. Teachers will use effective formative assessment feedback strategies and techniques so that students are supported to understand how to move forward in their own learning.
Strengths
The school can draw from the following strengths to support the school in its goal to enhance mathematics teaching and learning:
a collaborative and diligent teaching team, demonstrating a shared commitment to growing improved practices that is enhancing curriculum experiences for learners
a deliberate focus on growing formative practices, student agency and decision making through a visible learning pedagogy
teachers working collaboratively to create learning progressions, including in mathematics, to inform assessment.
Where to next?
Moving forward, the school will prioritise:
using an ERO Evaluation Plan to investigate current practices and outcomes for learners in mathematics, to then identify further opportunities for embedding and sustaining improvements
reviewing and updating current guiding documents for mathematics teaching that will underpin future pedagogy and practice.
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
23 June 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).