Mamaku School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 91
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 54 Tarena Street, Mamaku
- Territorial authority
- Rotorua District
- Phone
- 07-3325726
- office@mamaku.school.nz
- Website
- http://www.mamaku.school.nz
- Directions
- Get directions
Other schools nearby: schools in Rotorua · 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.
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.
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/1797
Enrolment applications are best completed online in our HERO portal - [https://enrolments.linc-ed.com/apply/NZ/1797](https://enrolments.linc-ed.com/apply/NZ/1797)
- https://enrolments.linc-ed.com/apply/NZ/1797
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 71
- Māori
- 45
- Pacific
- 3
- Asian
- 10
- 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 | 8 | 1 | 0 | 0 | 0 | 8 | 0 | 11 |
| Year 02 | 2 | 0 | 1 | 0 | 0 | 8 | 0 | 9 |
| Year 03 | 2 | 0 | 2 | 0 | 0 | 4 | 0 | 6 |
| Year 04 | 4 | 0 | 2 | 0 | 0 | 10 | 0 | 14 |
| Year 05 | 4 | 0 | 0 | 0 | 0 | 9 | 0 | 11 |
| Year 06 | 8 | 0 | 0 | 0 | 0 | 10 | 0 | 14 |
| Year 07 | 9 | 1 | 1 | 0 | 0 | 13 | 0 | 16 |
| Year 08 | 7 | 0 | 1 | 0 | 0 | 12 | 0 | 17 |
| Total | 44 | 2 | 7 | 0 | 0 | 74 | 0 | 98 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 1 | 0 | 0 | 0 | 8 | 0 | 10 |
| Age 06 | 3 | 0 | 1 | 0 | 0 | 8 | 0 | 10 |
| Age 07 | 2 | 0 | 2 | 0 | 0 | 4 | 0 | 6 |
| Age 08 | 4 | 0 | 2 | 0 | 0 | 10 | 0 | 14 |
| Age 09 | 4 | 0 | 0 | 0 | 0 | 9 | 0 | 11 |
| Age 10 | 7 | 0 | 0 | 0 | 0 | 9 | 0 | 13 |
| Age 11 | 9 | 1 | 1 | 0 | 0 | 13 | 0 | 15 |
| Age 12 | 4 | 0 | 1 | 0 | 0 | 8 | 0 | 13 |
| Age 13 | 4 | 0 | 0 | 0 | 0 | 5 | 0 | 6 |
| Total | 44 | 2 | 7 | 0 | 0 | 74 | 0 | 98 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
333.6%
| Mamaku School | 333.6% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 142.4% |
|---|---|
| Male | 604% |
| Māori | 397.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 257% |
| Total | 333.6% |
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
38.2%
| Mamaku School | 38.2% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 63.7% |
|---|---|
| Male | 0% |
| Māori | 77.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 25.6% |
| Total | 38.2% |
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
19.4%
| Mamaku School | 19.4% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 32.2% |
|---|---|
| Male | 0% |
| Māori | 38.9% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 19.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 514
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 5 September 1899
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
- 9 February 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (8 September 2022)
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 8 September 2022 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.
What this report states about the school
As stated in ERO’s report of 9 February 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for 106 learners in Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 9 February 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
Mamaku School is in Mamaku village, northwest of Rotorua . The school provides education for 106 learners in Years 1 to 8. The schools’ HEART values of Honesty, Empathy, Achievement, Respect, and Teamwork underpin the vision of E tupu tatau penei a tane - Like the children of Tane , we grow .
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 September 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school expected to see aligned structures and frameworks that promote equitable and excellent outcomes for learners, and to grow collective capacity focused on inclusive and adaptive practice to meet the individual needs of all learners.
Findings
The school strengthened structures to promote equitable outcomes. Standardised planning templates are in place, and the new curriculum is being implemented. Target groups receive focused support, and teachers identify specific actions for each student in reading, writing, and mathematics.
Strategies are with the Mamaku School Board, and achievement in reading and mathematics is equitable across groups. The Special Educational Needs Coordinator (SENCo) leads to support for students with additional needs. Structured literacy is implemented schoolwide, and support staff are trained. Targeted professional learning and curriculum implementation enhance teacher capability and strengthen systems for equity.
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? Learners benefit from good 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 foundational 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 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 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 64% 65 to 79% 80 to 90% Over 90%
Reading A small majority of learners meet or exceed the expected curriculum level. Results are 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 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 is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet 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.
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 experience warm and respectful relationships and benefit from a well-resourced school environment. Well-established school values are visible and understood by students and staff.
Learners, including those with additional needs, experience targeted teaching and learning programmes to promote their progress and achievement.
Leadership is improvement-focused and ensures professional learning is purposeful and aligned to strategic goals.
Learners benefit from consistent and structured approaches to teaching literacy and mathematics.
The curriculum offers a broad range of learning opportunities, and the school is well-placed to implement changes in curriculum.
Key priorities
Improve achievement outcomes for all learners, particularly boys and Māori students in writing
Strengthen the analysis, use of data and moderation processes to ensure teacher judgements consistently align with common assessment tools
Evaluate systems, processes and programmes to guide decision making and school improvement.
Improve regular attendance.
Actions to bring about improvement
Within three months:
leaders and teachers implement the attendance plan to improve regular attendance
Board and leaders use achievement data to identify annual improvement priorities for literacy and mathematics
Within six months:
leaders and teachers analyse achievement data and identify targeted strategies for boys and Māori learners, particularly in writing
leaders develop and share clear moderation processes to align teacher judgements with assessment tools
the leadership team review current schoolwide systems and identify priority areas for improvement
Every six months:
leaders and teachers review the implementation of targeted writing strategies and monitor progress for boys and Māori learners
teachers and leaders review achievement data and adapt teaching strategies to accelerate learning
the leadership team review school systems and processes and refine as needed to improve effectiveness
leaders and Board review attendance data and initiatives and make changes to sustain improvement
Annually:
leaders and teachers evaluate the impact of programmes aimed at improving progress and achievement, especially in writing for boys and Māori students
the school Board and leaders use data to evaluate the impact of interventions on student outcomes to guide improvement planning
leaders and the school Board evaluate attendance initiatives to inform future planning.
Expected outcomes
Improved achievement outcomes, particularly for boys and Māori learners, in writing.
Consistent and reliable teacher judgements aligned with assessment tools.
Effective schoolwide systems and processes guide decision making and ongoing improvements.
Regular student attendance that meets or exceeds the Government target.
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
Actions for compliance
ERO has identified the following areas of non-compliance during the board assurance process:
Ensure the schools’ attendance processes and procedures align with policy. [ Education Regulations 2024: Section 38: Requirements to ensure students attend when school is open for instruction ]
The board has since addressed the areas of non-compliance identified.
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 Director of Schools
9 February 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).