Maketu School
Contributing · State
- Year levels
- 1–6
- Total roll
- 44
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 8 School Road, Maketu
- Territorial authority
- Western Bay of Plenty District
- Phone
- 07-5332117
- office@maketu.school.nz
- Website
- https://www.maketu.school.nz
- Directions
- Get directions
Other schools nearby: schools in Bay of Plenty
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.
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
- The school values of Kaitiakitanga, Rangatiratanga and Manaakitanga underpin all we do here at kura. Our planning is based around an integrated approach linking all curriculum areas to these core values.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 4
- Māori
- 42
- Pacific
- 7
- Asian
- 0
- 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 01 | 9 | 0 | 0 | 0 | 0 | 1 | 0 | 9 |
| Year 02 | 7 | 1 | 0 | 0 | 0 | 1 | 0 | 8 |
| Year 03 | 10 | 0 | 0 | 0 | 0 | 1 | 0 | 10 |
| Year 04 | 7 | 0 | 0 | 0 | 0 | 1 | 0 | 7 |
| Year 05 | 6 | 1 | 0 | 0 | 0 | 1 | 0 | 6 |
| Year 06 | 2 | 2 | 1 | 0 | 0 | 0 | 0 | 4 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 42 | 4 | 1 | 0 | 0 | 5 | 0 | 45 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 9 | 0 | 0 | 0 | 0 | 1 | 0 | 9 |
| Age 06 | 7 | 1 | 0 | 0 | 0 | 1 | 0 | 8 |
| Age 07 | 11 | 0 | 0 | 0 | 0 | 1 | 0 | 11 |
| Age 08 | 6 | 0 | 0 | 0 | 0 | 1 | 0 | 6 |
| Age 09 | 6 | 1 | 0 | 0 | 0 | 1 | 0 | 6 |
| Age 10 | 2 | 2 | 1 | 0 | 0 | 0 | 0 | 4 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 42 | 4 | 1 | 0 | 0 | 5 | 0 | 45 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
327.8%
| Maketu School | 327.8% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 651.9% |
| Māori | 352.5% |
| Pacific | 399.8% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 327.8% |
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
258.3%
| Maketu School | 258.3% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 524.4% |
| Māori | 276.4% |
| Pacific | 789.1% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 258.3% |
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
246.4%
| Maketu School | 246.4% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 495.5% |
| Māori | 265.8% |
| Pacific | 720.1% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 246.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 538
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Small urban area
- Date opened
- 26 February 1894
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
- 24 March 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (12 December 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 same report — the board assurance report of 12 December 2023 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO and the board have identified the following area of non-compliance during the board assurance process:
Ensuring that a police vet is obtained, every three years, for all non-teaching staff employed by the board.[Schedule 4, 12 Education and Training Act 2020]
The board has since taken steps to address the area of non-compliance identified.
What this report states about the school
As stated in ERO’s report of 24 March 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education to students in Years 1 to 6
- Years 1 to 6
- Bilingual or immersion provision
- Tūterangiharuru, a level one Māori medium immersion class
a level one Māori medium immersion class, Tūterangiharuru was established
- Tūterangiharuru, a level one Māori medium immersion class
What ERO wrote in its latest report
This is ERO’s report of 24 March 2026 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School 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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the School
Maketu School provides education to students in Years 1 to 6. The school has a roll of 55 students with almost all identifying as Māori . The school’s vision is To make Maketu School a learning place of renown, Kia tū rangatira ai , Stand tall. This vision is underpinned by the values of Rangatiratanga | Respect Ourselves, Manaakitanga | Respect Others and Kaitiakitanga | Respect our Environment.
At the beginning of 2025, a level one Māori medium immersion class, Tūterangiharuru was established.
The school began 2026 with an acting principal.
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
Improvement and progress
This section is about the progress the school has made since the December 2023 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school focused on evaluating the positive impact in learning outcomes for all learners through effective implementation of the Maketu School curriculum.
The school expected to see improvements in outcomes of equity and excellence for all learners, with priority for those learners underachieving or at risk of underachieving. The school also expected to see schoolwide consistency in teaching and learning practices, including the use of assessment to effectively respond to learner needs, regular rates of attendance, and all learners demonstrating a strong sense of hauora .
Findings
The school remains committed to ensuring every learner experience success and continues to focus on equity and excellence through a range of well-considered actions. These include recruiting staff who bring expertise to further te ao Māori and local contexts for learning, establishing a Māori -medium learning option in response to community aspirations and implementing structured literacy and mathematics teaching approaches. Alongside these, the school continues to embed practices that promote hauora, creating a positive and inclusive environment where learners are supported and valued. Raising achievement for all learners, ensuring equitable outcomes for boys, and improving regular rates of attendance remain priorities for the school.
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? The school is working towards high levels of success and progress for all learners.
What is the quality of teaching and learning? The school is improving teaching and learning.
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 an increasingly consistent focus on supporting learners to gain skills in foundational skills in literacy, mathematics, te reo matatini and pāngarau . Learners with complex needs are well supported to achieve their education goals.
How well does school planning and conditions support ongoing improvement? The school is establishing planning and conditions that support improvements in the quality of education for learners.
How well does the school include all learners and promote their engagement and wellbeing? The school is taking steps to improve learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use 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 1 to 6
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 64% 65 to 79% 80 to 90% Over 90%
Reading A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Rumaki/Reo Rua
Pānui Less than a third of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Tuhituhi Less than a third of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Pāngarau Less than half of learners meet or exceed the expected curriculum level. Results are not yet 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.
Less than a third of students attend school regularly.
The school is significantly behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is reducing over time.
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 their use of 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 is developing 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 and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
Rumaki/Reo Rua outcomes and conditions to support learner success
This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki/Reo Rua classroom/s within in English medium schools.
Learner success and wellbeing
Less than a third of ākonga meet or exceed expected curriculum levels in pānui and tuhituhi , and less than half meet expectations in pāngarau . A focused approach on reo ā-waha is supporting efforts in pānui and pāngarau .
Ākonga are increasingly growing confidence in who they are through their whakapapa and understanding of their cultural identity.
While educational pathways are available for ākonga , location is a mitigating factor to accessing preferred options.
ERO was unable to verify the extent to which ākonga in Tūterangiharuru are meeting the Government target of 80% regular attendance.
Conditions to support learner success
Ākonga in Tūterangiharuru are in their first year of te reo Māori immersion; there is a specific focus on reo ā-waha to build language proficiency.
Kaiako deliver the curriculum through a te ao Māori lens that reflects mana whenua narratives and are steeped in traditional and cultural knowledge.
A cohesive Māori medium transition plan is yet to be co-designed in collaboration with key stakeholders to ensure a fluid pathway for ākonga of Tūterangiharuru .
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
Students are confident and have a strong sense of belonging and pride in their school.
Leaders establish positive relationships with a range of educational, social and iwi networks that support school priorities and planning for improvement.
Teachers continue to work towards implementing structured approaches to the teaching of literacy and mathematics across all levels of the school.
Leaders and teachers plan and provide a broad curriculum connected to the local environment and pūrākau of Te Arawa iwi .
Staff appropriately support students at risk of not achieving, actively responding to learner needs.
Regular communication from leadership and the provision of ongoing professional learning builds the collective capability of all staff.
Staff regularly reflect on the progress of individual students and work collaboratively to improve their teaching practice and outcomes for learners.
Key priorities
Increase rates of regular attendance for all students.
Accelerate learning, raising overall levels of achievement and improving equitable outcomes for identified learners.
Strengthen structured approaches to the teaching of literacy and mathematics across the school to ensure consistent high-quality practice.
Further develop effective analysis of student achievement information to inform strategic planning and targeted actions for continuous improvement.
Co-design with whānau a strategic plan for Tūterangiharuru that sets out clear goals for sustainability and success to improve ākonga outcomes.
Actions to bring about improvement
Within three months:
leadership and the Maketu School Board set clear targets to: shift rates of student attendance from irregular to regular accelerate the progress of students achieving below expected curriculum levels increase the number of boys achieving in reading, writing and mathematics
the board and leadership implement the attendance plan and engage with parents and whānau to put into action effective strategies
governance and leadership design a strategic plan in collaboration with stakeholders of Tūterangiharuru
Within 6 months:
leadership and kaiako implement and monitor the strategic plan for Tūterangiharuru
Every six months:
leadership monitors and reviews actions and initiatives to increase regular attendance, identifying next steps
the principal and teachers review the progress of all learners, including target students, and develop further strategies that support accelerated learning, especially for boys in literacy and mathematics
staff engage in professional learning to further grow their knowledge and skills in delivering structured approaches to the teaching of literacy and mathematics
leadership reviews progress of Tūterangiharuru against the strategic plan, using this information to prioritise actions for continued improvement
Annually:
leadership, teachers and the Board monitor progress against attendance targets and share key insights with whānau to strengthen collective responsibility for improvement
the principal and teachers inquire deeply into a range of achievement information to evaluate the effectiveness of programmes and practices to improve outcomes for learners
the principal reports on outcomes of the school’s targeted actions and collaboratively develops a systematic approach to annual planning for continuous improvement
governance and leadership evaluate progress of Tūterangiharuru through thorough analysis of ākonga engagement, achievement and wellbeing data, and use findings to inform next steps for improvement.
Expected outcomes
Improved rates of regular attendance that meet the Government’s target of 80%.
Accelerated progress and achievement and increasingly equitable outcomes for all groups of students in reading, writing and mathematics.
High quality teaching, learning and assessment practices embedded schoolwide.
Improved progress and achievement outcomes for ākonga of Tūterangiharuru .
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
Recommendation to the Ministry of Education
ERO recommends that the Ministry of Education provide tailored support for the new school leadership to:
urgently improve students’ regular attendance
accelerate progress and achievement of all students in the English medium and Māori medium contexts.
The next public report on ERO’s website will be a School Report and is due within four 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 Sharee Hemingway Director of Schools Director Ākonga Māori
24 March 2026
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).