Makauri School
Contributing · State
- Year levels
- 1–6
- Total roll
- 153
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 120 King Road, Gisborne
- Territorial authority
- Gisborne District
- Phone
- 06-8675779
- office@makauri.school.nz
- Directions
- Get directions
Other schools nearby: schools in Gisborne
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 buses run by Go Bus Gisborne, free for children who live and travel within the school zone; out-of-zone travel costs $1.50 per trip
We are fortunate enough to have access to school buses run by Go Bus Gisborne. The buses are free for children who live and travel within our school zone. However, if you live outside of our school zone and travel in to attend Makauri School or use the buses to travel outside of the school zone at the end of the day, the buses have a fee. Travel outside of the school zone is not covered by the funding provided by the Minsitry of Education. For out of zone travel each trip costs $1.50.
- School buses run by Go Bus Gisborne, free for children who live and travel within the school zone; out-of-zone travel costs $1.50 per trip
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
- At Makauri School, our values are the foundation of everything we do. Through Whakaute / Respect, Manaaki /Caring, Kawenga / Responsibility, and Hiringa / Perseverance, we strive to be the best we can be.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 127
- Māori
- 28
- Pacific
- 3
- Asian
- 9
- 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 | 0 | 5 | 0 | 0 | 16 | 0 | 21 |
| Year 02 | 5 | 0 | 2 | 0 | 0 | 21 | 0 | 24 |
| Year 03 | 3 | 0 | 1 | 0 | 0 | 21 | 0 | 23 |
| Year 04 | 5 | 0 | 2 | 1 | 1 | 17 | 0 | 22 |
| Year 05 | 7 | 1 | 1 | 1 | 0 | 24 | 0 | 28 |
| Year 06 | 3 | 0 | 1 | 1 | 0 | 22 | 0 | 25 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Total | 29 | 1 | 12 | 3 | 1 | 127 | 0 | 149 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 0 | 5 | 0 | 0 | 15 | 0 | 20 |
| Age 06 | 5 | 0 | 2 | 0 | 0 | 22 | 0 | 25 |
| Age 07 | 2 | 0 | 1 | 0 | 0 | 21 | 0 | 22 |
| Age 08 | 6 | 0 | 1 | 1 | 1 | 17 | 0 | 22 |
| Age 09 | 5 | 1 | 2 | 0 | 0 | 21 | 0 | 24 |
| Age 10 | 5 | 0 | 1 | 2 | 0 | 25 | 0 | 30 |
| Age 11 | 0 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Total | 29 | 1 | 12 | 3 | 1 | 127 | 0 | 149 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Makauri School | 0% |
|---|---|
| Gisborne Region | 31.7% |
| Contributing | 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%
| Makauri School | 0% |
|---|---|
| Gisborne Region | 3.3% |
| 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%
| Makauri School | 0% |
|---|---|
| Gisborne Region | 0.8% |
| 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)
- 438
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1886
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
- 6 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (6 November 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 6 November 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 153 — 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.
March 2019
156
Counted while ERO’s review team was at the school. Education Review Office, report of 21 May 2019
November 2014
192
Counted while ERO’s review team was at the school. Education Review Office, report of 9 February 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 6 November 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
Makauri School , a rural school on the outskirts of Gisborne, provides education for Years 1 to 6. A new principal was appointed at the start of the school year, 2024. The school’s vision is ‘Building Learning Pathways for Success’.
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
Outcomes for learners are increasingly equitable and excellent.
Most learners progress and achieve at the appropriate curriculum levels in reading, writing and mathematics, with many above.
Learners with additional learning needs are well supported and good progress is evident.
The school is yet to meet the Ministry of Education target as student attendance overall is slightly below; Years 1 and 2 attendance requires improvement.
Conditions to support learner success
Leadership actively fosters a culture for high quality teaching.
Leaders and staff collaboratively set strategic planning and improvement goals that are learner-centred; including the community in decision making to set school direction is a next step.
Professional learning and development for the principal and the staff aligns well with the school’s learner-improvement focus, is making a difference to practice, and the impact on learning is regularly noted in the teachers’ growth cycle discussions.
Leadership provides staff with clear expectations for teaching and learning; these expectations are regularly monitored for schoolwide consistency.
Learners have sufficient opportunities to learn across The New Zealand Curriculum , with consistent focus on gaining foundational skills including literacy and numeracy.
Teachers use assessment information well to meet individual learner needs; a next step is more in-depth analysis of the data, to look at trends and patterns for groups of students and report to the board.
Teachers’ capacity in using structured literacy approaches is growing and supporting learners’ academic achievement.
Staff, principal and whānau are developing the local curriculum that increasingly incorporates te āo Māori, tikanga Māori and mātauranga Māori.
Leaders and staff are refining and aligning key school conditions to focus on learner outcomes, community input and student achievement.
Community consultation to set school priorities, including with mana whenua , is at a beginning stage.
Partnerships for learning are well-developed and parent input into their children’s education is valued.
The board is learner-focused, actively engaged and make evidenced-based resourcing for learning.
The agreed next steps for the school are to:
monitor and analyse patterns of attendance and work with the community to understand the impact of absences on progress and achievement
enhance and build on community partnerships to set priorities for their children and include mana whenua in curriculum development
the principal and staff enhance their data analysis for more in-depth understanding of the needs of groups of students
collect and use student wellbeing data to strengthen responsive classroom practices.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every three months:
analyse attendance data and measure progress towards improving regular attendance for all groups of learners
Within six months:
strengthen strategies and approaches that support attendance and assist the school community to understand the correlation between regular attendance and academic progress and achievement
continue to encourage the involvement of the community about school direction and include mana whenua in local curriculum development
Every six months:
the board, leaders and staff continue to build partnerships with parents to ensure their views are actively sought to guide ongoing development and strategic improvement
analyse student progress data and use this information to inform next steps in teaching and decision making
Annually:
conduct a wellbeing survey with staff, learners and families, that includes aspects of responsive practices, to assist with strengthening classroom practices and further engage learners
work with parents about how they would like to be involved in their child’s learning and assist understanding about the importance of regular attendance
evaluate the progress in implementing its local curriculum and the extent to which mana whenua have been involved
analyse and report schoolwide achievement data for all groups of learners to the board, to strategically plan actions with the community, that will improve attendance, achievement and learner outcomes.
Actions taken against these next steps are expected to result in:
improved and sustained high levels of achievement for all learners
improved levels of learner attendance
increased community input about school direction and its curriculum.
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
6 November 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 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).