Matatoki School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 82
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- State Highway 26, Matatoki, Thames
- Territorial authority
- Thames-Coromandel District
- Phone
- 07-8681079
- office@matatoki.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.
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
- In partnership with our community, we will provide an environment that will foster a love of learning that inspires learning for life.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 78
- Māori
- 22
- Pacific
- 1
- Asian
- 2
- 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 | 0 | 0 | 0 | 0 | 1 | 8 | 0 | 8 |
| Year 02 | 1 | 0 | 0 | 0 | 0 | 9 | 0 | 9 |
| Year 03 | 3 | 0 | 0 | 0 | 0 | 8 | 0 | 8 |
| Year 04 | 1 | 0 | 0 | 0 | 0 | 7 | 0 | 7 |
| Year 05 | 2 | 0 | 0 | 0 | 0 | 9 | 0 | 9 |
| Year 06 | 2 | 0 | 0 | 0 | 0 | 11 | 0 | 11 |
| Year 07 | 8 | 1 | 1 | 0 | 0 | 18 | 0 | 18 |
| Year 08 | 2 | 0 | 0 | 0 | 0 | 12 | 0 | 12 |
| Total | 19 | 1 | 1 | 0 | 1 | 82 | 0 | 82 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 0 | 0 | 1 | 8 | 0 | 8 |
| Age 06 | 1 | 0 | 0 | 0 | 0 | 9 | 0 | 9 |
| Age 07 | 3 | 0 | 0 | 0 | 0 | 8 | 0 | 8 |
| Age 08 | 1 | 0 | 0 | 0 | 0 | 7 | 0 | 7 |
| Age 09 | 2 | 0 | 0 | 0 | 0 | 9 | 0 | 9 |
| Age 10 | 2 | 0 | 0 | 0 | 0 | 11 | 0 | 11 |
| Age 11 | 8 | 1 | 1 | 0 | 0 | 16 | 0 | 16 |
| Age 12 | 1 | 0 | 0 | 0 | 0 | 9 | 0 | 9 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Total | 19 | 1 | 1 | 0 | 1 | 82 | 0 | 82 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Matatoki 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 | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| 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%
| Matatoki 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 | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| 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%
| Matatoki 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 | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| 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)
- 459
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1920
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
- 20 August 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (20 August 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 same report — the board assurance report of 20 August 2024 — 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 has identified the following area of non-compliance during the board assurance process:
renew police vets for non-teaching staff every three years.
[s 104 Education and Training Act 2020]
The board has since taken steps to address the area of non-compliance identified.
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 82 — 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.
May 2019
63
Counted while ERO’s review team was at the school. Education Review Office, report of 17 July 2019
October 2015
47
Counted while ERO’s review team was at the school. Education Review Office, report of 22 January 2016
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 20 August 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
Matatoki School is located in the small rural community of Matatoki near Thames and provides education for students in Years 1 to 8. The school’s vision of Achieving Excellence Together I Rere totika, rere pai, rere rungarawara re e is underpinned by its CARE values of courage, attitude, respect and excellence.
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
Learner outcomes are increasingly equitable and excellent.
Most learners, including Māori students, achieve at or above the expected curriculum levels in reading, writing and mathematics; ensuring equitable outcomes in mathematics for learners in Years 4 to 8 remains a priority.
Learners express a positive sense of belonging and pride in their school that supports their wellbeing and engagement with learning.
A large majority of students attend school regularly; the school has met the Ministry of Education’s 2024 target for regular attendance.
Conditions to support learner success
Strategic leadership sets responsive goals, including quality teaching, that improve conditions and outcomes for learners.
Instructional leadership sets high expectations for teaching and learning that promote increasingly equitable and excellent outcomes for learners.
Leadership prioritises areas for school improvement through collaborative planning, co-ordination and evaluation of the school’s curriculum to meet the needs and interests of learners.
Leaders and teachers have strong relationships with and support from the wider school community that contribute to positive learning experiences for students.
Students benefit from a meaningful and integrated local curriculum that supports their success and wellbeing.
Teachers build student confidence and independence through providing structured learning opportunities and responding to the diverse needs of all learners.
Teachers consistently create positive learning environments that support respectful relationships with and between learners.
Staff integrate aspects of mātauranga Māori and te reo Māori into teaching and learning so that learners know about and appreciate te ao Māori .
Key conditions that underpin successful schooling, including staff professional capability, learner wellbeing and evaluation practices, strengthen learner engagement.
Leaders and teachers prioritise and engage in ongoing professional learning and development opportunities that enable learners to experience high quality teaching.
Students experience relevant wellbeing initiatives that support their engagement in an inclusive learning environment.
Teachers use systematic and collaborative inquiry processes that focus on improvement strategies and enable all students to progress and achieve.
Part B: Where to next?
The agreed next steps for the school are to:
develop and implement a shared understanding among staff of effective approaches for teaching mathematics
further develop school-wide practices that enable learners to manage their wellbeing
continue to use highly effective teaching practices that maintain learner progress and achievement.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
provide professional learning opportunities to strengthen teachers’ understanding and use of highly effective teaching practices, with a focus on mathematics
survey and analyse students’ perceptions of wellbeing in Years 4 to 8 to inform ongoing initiatives
Annually:
evaluate the impact of teaching practices and wellbeing initiatives on student attendance, engagement, progress and achievement
review and report to the board on the progress and achievement of learners and groups of learners, with a particular focus on mathematics.
Actions taken against these next steps are expected to result in:
sustained student progress and achievement, particularly in mathematics
well-engaged students who capably manage their learning and wellbeing challenges.
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
20 August 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).