Maniototo Area School
Composite · State
- Year levels
- not reported
- Total roll
- 136
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 15 Caulfeild Street, Ranfurly
- Territorial authority
- Central Otago District
- Phone
- 03-4449341
- office@maniototo.school.nz
- Directions
- Get directions
Other schools nearby: schools in Otago
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.
- School day starts
- 8:40am
Students should have their bags unpacked and ready to start school by 8:40am
- 8:40am
- School day ends
- 3:00pm
End of Day 3:00pm
- 3:00pm
- Uniform
Not stated on the school’s website.
- Term dates
- Term 1, 2025: 3rd February to 11th April
Term 1 : 3rd February to 11th April
Year stated asTerm Dates for 2025
- Term 2, 2025: 28th April – 27th June
Term 2 : 28th April – 27th June
Year stated asTerm Dates for 2025
- Term 3, 2025: 14th July – 19th September
Term 3: 14th July – 19th September
Year stated asTerm Dates for 2025
- Term 4, 2025: 6th October – 11th December
Term 4: 6th October – 11th December
Year stated asTerm Dates for 2025
- Term 1, 2025: 3rd February to 11th April
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
- Values
- P – Participation
- R – Respect
- I – Integrity
- D – Determination
- E – Empathy
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
- kapa haka group
Our kapa haka group provides students from Year 3 up with an opportunity to express and celebrate their Māori heritage and culture by performing traditional Māori arts, including songs, dances, and chants.
- kapa haka group
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 98
- Māori
- 35
- Pacific
- 1
- Asian
- 15
- MELAA
- 3
- Other
- 1
- 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 | 5 | 0 | 0 | 0 | 0 | 10 | 0 | 11 |
| Year 02 | 1 | 0 | 0 | 0 | 0 | 8 | 0 | 8 |
| Year 03 | 3 | 1 | 0 | 0 | 1 | 8 | 0 | 11 |
| Year 04 | 2 | 0 | 1 | 0 | 0 | 8 | 0 | 9 |
| Year 05 | 5 | 0 | 1 | 0 | 0 | 12 | 0 | 17 |
| Year 06 | 4 | 0 | 0 | 0 | 0 | 8 | 0 | 10 |
| Year 07 | 5 | 0 | 1 | 0 | 0 | 11 | 0 | 14 |
| Year 08 | 2 | 0 | 0 | 0 | 0 | 11 | 0 | 12 |
| Year 09 | 3 | 0 | 3 | 1 | 0 | 3 | 0 | 9 |
| Year 10 | 4 | 0 | 3 | 0 | 0 | 14 | 0 | 18 |
| Year 11 | 3 | 0 | 2 | 1 | 0 | 8 | 0 | 12 |
| Year 12 | 3 | 0 | 2 | 0 | 0 | 3 | 0 | 8 |
| Year 13+ | 2 | 0 | 1 | 0 | 0 | 5 | 0 | 8 |
| Total | 42 | 1 | 14 | 2 | 1 | 109 | 0 | 147 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 0 | 0 | 0 | 0 | 10 | 0 | 11 |
| Age 06 | 1 | 0 | 0 | 0 | 0 | 8 | 0 | 8 |
| Age 07 | 3 | 1 | 0 | 0 | 1 | 8 | 0 | 11 |
| Age 08 | 2 | 0 | 1 | 0 | 0 | 8 | 0 | 9 |
| Age 09 | 5 | 0 | 1 | 0 | 0 | 12 | 0 | 17 |
| Age 10 | 4 | 0 | 0 | 0 | 0 | 8 | 0 | 10 |
| Age 11 | 4 | 0 | 0 | 0 | 0 | 9 | 0 | 11 |
| Age 12 | 2 | 0 | 1 | 0 | 0 | 8 | 0 | 10 |
| Age 13 | 4 | 0 | 3 | 1 | 0 | 8 | 0 | 14 |
| Age 14 | 4 | 0 | 2 | 0 | 0 | 13 | 0 | 16 |
| Age 15 | 3 | 0 | 1 | 0 | 0 | 8 | 0 | 11 |
| Age 16 | 1 | 0 | 3 | 1 | 0 | 2 | 0 | 6 |
| Age 17 | 4 | 0 | 1 | 0 | 0 | 5 | 0 | 10 |
| Age 18 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 19+ | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 2 |
| Total | 42 | 1 | 14 | 2 | 1 | 109 | 0 | 147 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
90%
| Maniototo Area School | 90% |
|---|---|
| Otago Region | 90.7% |
| Composite (Year 1-15) | 91.4% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 100% |
|---|---|
| Male | 80% |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 87.5% |
| Total | 90% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 1 data (2023-2025)
Percentage with NCEA level 2 or above — 2025
70%
| Maniototo Area School | 70% |
|---|---|
| Otago Region | 84.8% |
| Composite (Year 1-15) | 86% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 100% |
|---|---|
| Male | 40% |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 75% |
| Total | 70% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 2 data (2023-2025)
Percentage with NCEA level 3 or above — 2025
30%
| Maniototo Area School | 30% |
|---|---|
| Otago Region | 65.5% |
| Composite (Year 1-15) | 71.7% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 40% |
|---|---|
| Male | 20% |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 25% |
| Total | 30% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
0%
| Maniototo Area School | 0% |
|---|---|
| Otago Region | 20.4% |
| Composite (Year 1-15) | 16% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison Vocational Pathway data (2023-2025)
Retention
Percentage staying until at least 17th birthday — 2025
90%
| Maniototo Area School | 90% |
|---|---|
| Otago Region | 85.3% |
| Composite (Year 1-15) | 86.6% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 100% |
|---|---|
| Male | 80% |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 87.5% |
| Total | 90% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Māori | not reported |
|---|---|
| Female | not reported |
| Male | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
6%
| Maniototo Area School | 6% |
|---|---|
| Otago Region | 36.8% |
| Composite (Year 1-15) | 26.5% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 12.7% |
| Māori | 0% |
| Pacific | Too few to report |
| Asian | 0% |
| Other | Too few to report |
| European/Pākehā | 8% |
| Total | 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
6.1%
| Maniototo Area School | 6.1% |
|---|---|
| Otago Region | 4.6% |
| Composite (Year 1-15) | 3.2% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 12.9% |
| Māori | 18.8% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 6.1% |
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
7.1%
| Maniototo Area School | 7.1% |
|---|---|
| Otago Region | 2% |
| Composite (Year 1-15) | 1.2% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 14.8% |
| Māori | 21.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 7.1% |
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
- Rural settlement
- Date opened
- 31 January 1969
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
- 13 June 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (13 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 13 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 136 — 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
160
Counted while ERO’s review team was at the school. Education Review Office, report of 27 May 2019
March 2015
165
Counted while ERO’s review team was at the school. Education Review Office, report of 12 May 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 13 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 12 months of the Education Review Office and Maniototo Area 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
Maniototo Area School is a Years 1-13 school situated in Ranfurly. Students attend from a wide geographic area. In the last few years, the school has had a full rebuild, and a change in principal at the start of 2023.
Maniototo Area School’s strategic priorities for improving outcomes for learners are to:
encourage each student to reach their highest possible intellectual, practical, social and recreational abilities
provide a positive and safe environment where the physical & emotional needs of every student is cared for and nurtured
encourage and welcome interest, support and involvement of whānau and promote school-community partnership.
You can find a copy of the school’s strategic and annual plan on Maniototo Area School’s website.
ERO and the school are working together to evaluate how the school is building positive relationships for learning with ākonga , to enhance engagement and individual success.
The rationale for selecting this evaluation is:
the school is seeking to improve literacy and numeracy achievement data, as they see these as key contributors to future academic success
the school would like to empower all students to achieve personal excellence
attendance rates could be improved, and the school believes that attendance is critical to student wellbeing and success
whānau engagement could be enhanced and there is potential for teachers to work more closely with whānau to develop more effective partnerships for student learning.
The school expects to see:
culturally responsive programmes and teaching approaches
an improvement in achievement data, especially in the priority areas of literacy and numeracy
more frequent and effective engagement with whānau
improved attendance data and greater in class engagement.
Strengths
The school can draw from the following strengths to support the school in its goal to support the school in its goal to empower their community of ākonga , with the support of whānau , to engage successfully in learning:
small class sizes and a collegial teaching team ensure teachers know the individual learning needs of all students well
a shared staff commitment to develop mātauranga and te reo Māori both personally and as a school collective help Māori student to feel their culture is valued
a strong and experienced school leadership team that leads professional development, evaluates current practice and provides meaningful feedback to teachers
the targeted support the school has sought, accessed and implemented has enabled students with diverse learning needs to access the curriculum.
Where to next?
Moving forward, the school will prioritise:
commencing a professional development programme focused on relationships for learning
completing a critical evaluation and reflection of current relationships with ākonga
working with the rūnaka to review school practices to ensure they are culturally responsive and to develop more effective engagement with Māori whānau .
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
13 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 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).