Marotiri School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 170
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 1569 State Highway 32, Marotiri, Mangakino
- Territorial authority
- Taupo District
- Phone
- 07-3728273
- adminoffice@marotiri.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 149
- Māori
- 41
- Pacific
- 3
- Asian
- 9
- MELAA
- 0
- 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 | 2 | 0 | 1 | 0 | 0 | 18 | 0 | 21 |
| Year 02 | 5 | 1 | 1 | 0 | 0 | 25 | 0 | 26 |
| Year 03 | 2 | 0 | 1 | 0 | 0 | 22 | 0 | 24 |
| Year 04 | 4 | 1 | 1 | 0 | 0 | 15 | 0 | 17 |
| Year 05 | 8 | 0 | 0 | 0 | 0 | 26 | 0 | 26 |
| Year 06 | 5 | 1 | 1 | 0 | 0 | 19 | 0 | 20 |
| Year 07 | 2 | 0 | 2 | 1 | 0 | 12 | 0 | 14 |
| Year 08 | 4 | 0 | 0 | 0 | 0 | 8 | 0 | 9 |
| Total | 32 | 3 | 7 | 1 | 0 | 145 | 0 | 157 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 1 | 0 | 0 | 19 | 0 | 22 |
| Age 06 | 5 | 1 | 1 | 0 | 0 | 24 | 0 | 25 |
| Age 07 | 2 | 0 | 1 | 0 | 0 | 22 | 0 | 24 |
| Age 08 | 4 | 1 | 1 | 0 | 0 | 15 | 0 | 17 |
| Age 09 | 8 | 0 | 0 | 0 | 0 | 26 | 0 | 26 |
| Age 10 | 5 | 1 | 1 | 0 | 0 | 19 | 0 | 20 |
| Age 11 | 0 | 0 | 2 | 1 | 0 | 7 | 0 | 9 |
| Age 12 | 4 | 0 | 0 | 0 | 0 | 10 | 0 | 10 |
| Age 13 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Total | 32 | 3 | 7 | 1 | 0 | 145 | 0 | 157 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Marotiri School | 0% |
|---|---|
| Waikato Region | 53.9% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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%
| Marotiri School | 0% |
|---|---|
| Waikato Region | 6.6% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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%
| Marotiri School | 0% |
|---|---|
| Waikato Region | 2.4% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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)
- 453
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 16 November 1858
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
- 28 May 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (27 July 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 27 July 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 28 May 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
rural school for learners in Years 1 to 8
- Years 1 to 8
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 170 — 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.
October 2016
123
Counted while ERO’s review team was at the school. Education Review Office, report of 15 February 2017
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 28 May 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
Marotiri School is a rural school for learners in Years 1 to 8. Its vision is to create Rock Solid Learners who listen, think deeply, relate skilfully, inquire self-manage and keep learning. The school values are Strive for Excellence, Own Resilience, Learn Respect, Ignite Creativity and Demonstrate Empathy.
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 July 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school focused on strengthening student agency by ensuring that teaching and learning practices consistently reflected the Marotiri School Inquiry Model within the local curriculum.
The school expected to see clearer, more deliberate alignment between the school curriculum and The New Zealand Curriculum (NZC) and the use of high impact practices such as curriculum learning progressions and targeted resource selection. The school also recognised the importance of establishing a coherent assessment schedule to improve consistency, inform decision-making, and better monitor learner progress over time.
Findings
The school made some progress to align teaching and learning practices to consistently reflected the Marotiri School Inquiry Model within the school curriculum. The school’s focus changed to prioritise professional development in literacy and maths to ensure the school was able to meet the requirements of the refreshed curriculum.
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 good quality teaching practice that improves progress and achievement in reading, writing and mathematics. 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 and mathematics. 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 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 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 Most 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.
Less than half of students attend school regularly.
The school is significantly 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.
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 meeting Government reading, writing and mathematics targets set 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 demonstrate a strong sense of belonging and maintain positive, respectful relationships with their teachers and classmates.
The school values are strongly embedded and demonstrated. Learners express pride in their school and learning achievements. They participate in a wide range of school activities.
Teachers know learners well and use structured teaching approaches in reading, writing and mathematics, within orderly, inclusive learning environments where learners are well supported to engage and apply new learning.
The school consistently uses their student inquiry model to strengthen student ownership of learning and to enable learners to pursue their interests.
The leadership team is building the use of data to inform decisions for change and improvement, fostering a culture of quality teaching for equitable and excellent learner outcomes.
Prioritised professional development that builds staff capability to implement and use the refreshed curriculum and supports high quality teaching and learning.
Effective, well-informed school governance supports ongoing improvement. Strong partnerships with community, iwi , and external agencies that enhance learner support.
Key priorities
Maintain alignment to the school curriculum with updates to The New Zealand Curriculum , assessment requirement and strengthen data use in literacy and mathematics.
Embed structured literacy, mathematics, and other teaching practices that promote high ‑ quality teaching and learning.
Focus on professional growth to enhance teaching skills, support learner progress and develop a shared understanding of roles and responsibilities.
Sustain and further improve current gains in regular attendance by monitoring and analysing patterns of attendance.
Actions to bring about improvement
Within six months:
leaders strengthen regular attendance by using the school attendance plan to ensure more learners are present and engaged in learning
leaders sustain alignment of the school curriculum planning, teaching practice, and reflective inquiry to strengthen capability and ensure consistent expectations for high-quality teaching, supported by a clearly led professional growth cycle
teachers embed structured literacy and mathematics approaches consistently across the school, reflecting expectations of The New Zealand Curriculum
leaders and teachers evaluate the effectiveness of teaching and assessment strategies, using the findings to inform professional learning and staff development priorities
leaders and teachers use assessment tools and collaborative practices to strengthen the reliability and usefulness of data, supporting teaching decisions and improving learner outcomes
Every six months:
the Marotiri School Board reviews the impact of attendance strategies and uses evidence to guide strategic decision ‑ making
the school Board, leaders, and teachers evaluate how curriculum changes and the use of data influence literacy and mathematics achievement, informing next steps for improvement
leaders and staff closely monitor writing achievement to identify and respond to disparities, ensuring equitable outcomes for all learners
Annually:
leaders and teachers regularly review and refine the school curriculum to reflect updates to The New Zealand Curriculum and current assessment expectations
leaders and teachers analyse achievement data in reading, writing, and mathematics to identify trends and priority learners, using the findings to inform planning and resourcing decisions
leaders and the Board undertake a schoolwide evaluation of teaching and learning to identify effective practice and areas where further improvement is required across the school
leaders and the Board review attendance data and evaluate the impact of the attendance plan, using evidence to determine next steps to improve regular attendance.
Expected outcomes
Learners experience a coherent and responsive curriculum that reflects updates to The New Zealand Curriculum and supports strong progression in foundational learning.
Teachers demonstrate growing consistency and confidence in their practice, supported by structured literacy and mathematics approaches that strengthen outcomes for all learners.
High ‑ quality teaching practices in literacy and mathematics are embedded across the school, with practice and assessment expectations clearly understood and enacted.
Attendance improves over time, with an increasing proportion of learners regularly attending school and actively participating in learning.
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 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
28 May 2026
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).