Mahora School
Contributing · State
- Year levels
- 1–6
- Total roll
- 355
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 710 Frederick Street, Mahora, Hastings
- Territorial authority
- Hastings District
- Phone
- 06-8782622
- admin@mahora.school.nz
- Website
- http://www.mahora.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hastings · schools in Hawke’s Bay
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.
- Uniform
- Required
NZ Uniforms supply our school uniform
- Required
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Te Kura o Mahora Kapa Haka
- Whanake Pasifika group
We are lucky to have amazing aiga (whanau) who help to provide our Whanake Pasifika group and whole aoga (kura) with experiences that showcase the vibe of the Pacific.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 184
- Māori
- 137
- Pacific
- 55
- Asian
- 52
- MELAA
- 6
- Other
- 2
- 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 | 23 | 10 | 12 | 1 | 1 | 21 | 0 | 53 |
| Year 02 | 24 | 11 | 4 | 0 | 0 | 32 | 0 | 54 |
| Year 03 | 23 | 14 | 21 | 1 | 0 | 28 | 0 | 70 |
| Year 04 | 19 | 5 | 9 | 1 | 0 | 25 | 0 | 46 |
| Year 05 | 24 | 17 | 4 | 2 | 1 | 35 | 0 | 66 |
| Year 06 | 20 | 6 | 7 | 0 | 0 | 30 | 0 | 49 |
| Year 07 | 8 | 3 | 4 | 0 | 0 | 10 | 0 | 18 |
| Total | 141 | 66 | 61 | 5 | 2 | 181 | 0 | 356 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 20 | 10 | 11 | 1 | 1 | 21 | 0 | 49 |
| Age 06 | 26 | 10 | 4 | 0 | 0 | 32 | 0 | 55 |
| Age 07 | 22 | 14 | 21 | 1 | 0 | 27 | 0 | 69 |
| Age 08 | 20 | 6 | 10 | 1 | 0 | 26 | 0 | 49 |
| Age 09 | 24 | 17 | 2 | 2 | 1 | 33 | 0 | 63 |
| Age 10 | 20 | 6 | 9 | 0 | 0 | 31 | 0 | 51 |
| Age 11 | 9 | 3 | 4 | 0 | 0 | 11 | 0 | 20 |
| Total | 141 | 66 | 61 | 5 | 2 | 181 | 0 | 356 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
128.6%
| Mahora School | 128.6% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 276.2% |
| Māori | 321.5% |
| Pacific | 0% |
| Asian | 62.5% |
| Other | 230.7% |
| European/Pākehā | 70.1% |
| Total | 128.6% |
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%
| Mahora School | 0% |
|---|---|
| Hawke's Bay Region | 6.2% |
| Contributing | 3.5% |
| 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%
| Mahora School | 0% |
|---|---|
| Hawke's Bay Region | 3% |
| Contributing | 1.5% |
| 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)
- 470
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 25 January 1903
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
- 22 August 2025
- Latest report
- School Report August 2025
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 22 August 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for learners in Years 1 to 6
- Years 1 to 6
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 355 — 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.
June 2019
455
Counted while ERO’s review team was at the school. Education Review Office, report of 5 September 2019
March 2016
360
Counted while ERO’s review team was at the school. Education Review Office, report of 24 May 2016
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 22 August 2025 — “School Report August 2025” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
About the School
Mahora School is located in Hastings and provides education for learners in Years 1 to 6. The current roll of 352 learners comprises 39% Māori , 32% Pākehā | New Zealand European, 14% Asian and 14% of Pacific heritage. The school motto is Piki Haere /Keep Climbing and its values are mauri / self, whanaugnatanga /connection, ngākaupai / attitude, kaitiakitanga /respect and manaakitanga /responsibility. The school roll includes an increasing number of English language learners.
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high 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 sufficient 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? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.
How well does the school include all learners and promote their engagement and wellbeing? The school successfully 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 responds well to a wide range 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 section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 65% 65 to 79% 80 to 90% Over 90%
Reading A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The small majority of learners attend school regularly.
The school is behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Assessment
This section is about how the school assesses learner progress and achievement.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how well the school supports all learners to make sufficient progress.
The school has 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 for 2030.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of Strength
Learners have a strong sense of belonging and pride in their school. They experience a positive and inclusive learning environment that supports their interests and cultures.
The school values are evident in practices and processes schoolwide, resulting in a connected and collegial school community.
Learners benefit from a curriculum that links learning to local contexts and connects with iwi . Teaching is engaging and adapts to meet the needs of student.
School attendance is increasing.
Leaders and teachers are embedding a structured approach to literacy schoolwide, and the implementation of structured mathematics is a focus for 2025.
A stong culture of inquiry is evident. Leaders use good quality data to inform strategic decision making and resourcing, ensuring that professional development effectively builds staff capability and aligns with the goals of the school.
Key priorities
Further improve regular attendance.
Develop and define the school’s best practice approaches to teaching and learning and align with the new curriculum and assessment requirements.
Embed a structured mathematics approach schoolwide and continue to build teacher knowledge and practice.
Further strengthen the use of achievement and assessment data to inform practice in reading, writing and mathematics across the school.
Grow learning partnerships with all whānau, celebrating the diversity of the community.
Actions to bring about improvement
Within six months:
leaders review the attendance plan, evaluate the effectiveness of strategies and plan next steps
leaders and teachers review the alignment of teaching and learning approaches in mathematics with the new curriculum and assessment requirements and identify next steps
Every six months:
leaders and teachers review attendance for trends and patterns and adjust the attendance plan as required
Annually:
the School Board and leaders evaluate the impact of strategies used to improve students’ regular attendance and report to the school community
leaders ensure teaching and learning practices are aligned with the new curriculum and assessment requirements and identify ongoing staff professional development and resourcing
the School Board and leaders review data on student achievement information for all groups of learners to enable planning for equitable outcomes
leaders and teachers reflect on learning partnerships with all whānau to ensure involvement with all groups.
Expected outcomes
Regular student attendance improves.
Effective and high-quality teaching practices in mathematics embedded schoolwide.
A clear and defined approach to curriculum delivery and assessment.
Equitable and excellent outcomes for all learners in reading, writing and mathematics.
Strong learning partnerships lead to more community involvement and increased learner success.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements.
Board Assurance with Regulatory and Legislative Requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
The next public report on ERO’s website will be a School Report and is due within 4 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) 22 August 2025
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).