Matamata Christian School
Composite · State : Integrated
- Year levels
- not reported
- Total roll
- 140
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 91A Smith Street, Matamata
- Territorial authority
- Matamata-Piako District
- Phone
- 07-8885444
- office@matamata.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
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
- An extensive school bus run network around Matamata, running from Tirau in the south to 5 minutes south of Morrinsville; bus run information from Go Bus on 07 888 8236
There is an extensive School bus run network around Matamata, running from Tirau to the South to 5 minutes south of Morrinsville. Bus run information is available from Go Bus on 07 888 8236
- An extensive school bus run network around Matamata, running from Tirau in the south to 5 minutes south of Morrinsville; bus run information from Go Bus on 07 888 8236
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.
- Special character
- Through the integration process carried out in 1998, Peria Christian Education Inc (PCE), a registered charity, became the integration partners with the Crown, and as such the guardians of the schools Special Christian Character.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 105
- Māori
- 13
- Pacific
- 7
- Asian
- 25
- MELAA
- 9
- Other
- 6
- 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 | 3 | 0 | 0 | 8 | 0 | 10 |
| Year 02 | 0 | 2 | 1 | 0 | 2 | 11 | 0 | 14 |
| Year 03 | 3 | 1 | 3 | 0 | 1 | 10 | 0 | 12 |
| Year 04 | 1 | 1 | 2 | 0 | 0 | 10 | 0 | 12 |
| Year 05 | 3 | 1 | 4 | 0 | 0 | 18 | 0 | 21 |
| Year 06 | 2 | 0 | 1 | 0 | 0 | 12 | 0 | 14 |
| Year 07 | 3 | 2 | 2 | 0 | 0 | 16 | 0 | 17 |
| Year 08 | 2 | 3 | 5 | 0 | 1 | 7 | 0 | 13 |
| Total | 16 | 10 | 21 | 0 | 4 | 92 | 0 | 113 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 3 | 0 | 0 | 6 | 0 | 8 |
| Age 06 | 0 | 2 | 1 | 0 | 2 | 9 | 0 | 12 |
| Age 07 | 3 | 1 | 2 | 0 | 0 | 12 | 0 | 13 |
| Age 08 | 1 | 1 | 0 | 0 | 1 | 12 | 0 | 12 |
| Age 09 | 2 | 1 | 6 | 0 | 0 | 15 | 0 | 21 |
| Age 10 | 3 | 0 | 2 | 0 | 0 | 13 | 0 | 15 |
| Age 11 | 3 | 1 | 1 | 0 | 0 | 15 | 0 | 15 |
| Age 12 | 2 | 2 | 5 | 0 | 0 | 9 | 0 | 13 |
| Age 13 | 0 | 2 | 1 | 0 | 1 | 1 | 0 | 4 |
| Total | 16 | 10 | 21 | 0 | 4 | 92 | 0 | 113 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Matamata Christian School | 0% |
|---|---|
| Waikato Region | 53.9% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| 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%
| Matamata Christian School | 0% |
|---|---|
| Waikato Region | 6.6% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| 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%
| Matamata Christian School | 0% |
|---|---|
| Waikato Region | 2.4% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| 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)
- 425
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 31 December 1987
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
- 3 September 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (3 September 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 3 September 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 140 — 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 2019
73
Counted while ERO’s review team was at the school. Education Review Office, report of 18 December 2019
March 2015
58
Counted while ERO’s review team was at the school. Education Review Office, report of 8 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 3 September 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
Matamata Christian School is in the township of Matamata and provides education for students in Years 1 to 8. The school draws upon its special Christian character and values as the guiding principles in all its operation. These values underpin teaching, learning and governance, embodying what the school is and how it functions.
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 are improving for most students.
Most students achieve at or above the expected curriculum levels for reading and mathematics and the majority in writing.
Māori students’ achievement rates have improved over time; the school has yet to address disparity for these students in reading, writing and mathematics.
Students have a strong sense of belonging and wellbeing that results in high expectations for positive behaviour and engagement.
The large majority of learners attend school regularly; the school meets the Ministry of Education’s 2024 target for regular attendance.
Conditions to support learner success
Collaborative leadership fosters and sustains a school culture committed to high quality teaching, and equity and excellence in learner outcomes.
Leaders value and nurture a culture of professional growth and development among staff, to continually strengthen curriculum knowledge and teaching practices.
Leadership supports teaching teams well, to be effective through a collaborative approach to teaching and learning across the school.
Leaders undertake regular and detailed reviews of programmes and initiatives, to inform their decision making and contribute to positive outcomes for learners.
Leadership and teachers provide students with a good range of appropriate learning opportunities that promote their progress and achievement.
Students experience inclusive learning environments where mutual respect and trust between learners and teachers supports high engagement in learning activities.
Teachers implement relevant curriculum programmes that help students make progress, particularly those with additional learning needs.
Leaders and teachers recognise, value and cater for the diverse identities, languages and cultures of students through meaningful learning.
Key conditions that underpin successful school improvement, including parent partnerships, board governance and evaluation, are well established.
Leaders and teachers facilitate positive and purposeful opportunities for parents and wh ā nau to engage in school life and share their aspirations for learner success.
The board and leadership together, regularly evaluate evidence about learner progress and achievement to inform improvement priorities.
Leaders and teachers continue to strengthen and refine assessment practices to provide increasingly accurate student progress and achievement information.
Part B: Where to next?
The agreed next steps for the school are to:
strengthen teachers’ shared understanding and use of student assessment information in literacy and mathematics to accurately inform teaching and learning
continue to improve the achievement of Māori students in reading, writing and mathematics
sustain and improve regular attendance for all students.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
continue to provide staff with professional learning opportunities that strengthen their understanding and use of assessment practices and information
review school initiatives and actions with a focus on how these are raising the achievement of Māori students
Annually:
monitor and evaluate how well teachers use student assessment information to guide planning and teaching to ensure equitable and engaging opportunities for all learners
review and report to the board on student attendance, progress and achievement, with a lens on Māori learners.
Actions taken against these next steps are expected to result in:
teachers confident in using assessment knowledge and practices that continue to improve learner outcomes
increased progress and achievement for all learners for equity of outcome, particularly for Māori students
sustained and increased regular student attendance.
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
3 September 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).