Mataura School
Contributing · State
- Year levels
- 1–6
- Total roll
- 55
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Oakland Street, Mataura
- Territorial authority
- Gore District
- Phone
- 03-2038507
- office@mataura.school.nz
- Website
- http://www.mataura.school.nz
- Directions
- Get directions
Other schools nearby: schools in Southland
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.
- Uniform
- Required
The rules around the uniform Wear the uniform everyday Wear black shoes and black socks
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 26
- Māori
- 28
- Pacific
- 2
- Asian
- 8
- 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 | 4 | 0 | 1 | 0 | 1 | 4 | 0 | 10 |
| Year 02 | 4 | 0 | 0 | 0 | 0 | 5 | 0 | 7 |
| Year 03 | 4 | 0 | 0 | 0 | 0 | 3 | 0 | 6 |
| Year 04 | 6 | 0 | 4 | 0 | 0 | 7 | 0 | 14 |
| Year 05 | 7 | 1 | 1 | 0 | 0 | 5 | 0 | 13 |
| Year 06 | 4 | 0 | 2 | 0 | 0 | 2 | 0 | 8 |
| Year 07 | 7 | 0 | 0 | 0 | 0 | 2 | 0 | 9 |
| Total | 36 | 1 | 8 | 0 | 1 | 28 | 0 | 67 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 0 | 1 | 0 | 1 | 4 | 0 | 10 |
| Age 06 | 5 | 0 | 0 | 0 | 0 | 5 | 0 | 8 |
| Age 07 | 4 | 0 | 0 | 0 | 0 | 4 | 0 | 6 |
| Age 08 | 5 | 0 | 4 | 0 | 0 | 7 | 0 | 14 |
| Age 09 | 7 | 1 | 1 | 0 | 0 | 4 | 0 | 12 |
| Age 10 | 4 | 0 | 2 | 0 | 0 | 2 | 0 | 8 |
| Age 11 | 5 | 0 | 0 | 0 | 0 | 2 | 0 | 7 |
| Age 12 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Total | 36 | 1 | 8 | 0 | 1 | 28 | 0 | 67 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
279.4%
| Mataura School | 279.4% |
|---|---|
| Southland Region | 61.8% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 43.9% |
|---|---|
| Male | 504.9% |
| Māori | 415.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 279.4% |
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
105%
| Mataura School | 105% |
|---|---|
| Southland Region | 6.3% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 202% |
| Māori | 100.7% |
| Pacific | Too few to report |
| Asian | 0% |
| Other | Too few to report |
| European/Pākehā | 0% |
| Total | 105% |
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
70.9%
| Mataura School | 70.9% |
|---|---|
| Southland Region | 2.8% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 135.2% |
| Māori | 51.4% |
| Pacific | Too few to report |
| Asian | 0% |
| Other | Too few to report |
| European/Pākehā | 0% |
| Total | 70.9% |
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
- Some students taught in te reo Māori
- Urban / rural
- Small urban area
- Date opened
- 25 January 1875
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
- 27 January 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (27 January 2025)
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 27 January 2025 — 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 and the board have identified the following areas of non-compliance during the board assurance process:
written records of every instance of physical restraint of a student need to be kept [s100 Education and Training Act 2020]
every incident of physical restraint must be reported to the Ministry of Education. [s100 Education and Training Act 2020]
The board has since taken steps to address the areas 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 55 — 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 2017
95
Counted while ERO’s review team was at the school. Education Review Office, report of 30 June 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 27 January 2025 — “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
Mataura School is situated in Southland and provides education for students in Years 1 to 6. The vison of mahi tahi – Mataura School working together , underpins all aspects of the curriculum. Mataura School has a Years 3 to 8 bilingual classroom.
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 for learners are increasingly equitable and excellent.
A large majority of students achieve at or above curriculum expectations in reading, writing and mathematics.
Māori students achieve as well as their school peers in reading, writing and mathematics.
Improving equity for groups of students’ achievement remains a priority, including boys in reading and girls in writing; teachers increasingly use a variety of approaches and targeted programmes to respond to learners’ needs.
A small majority of learners attend school regularly, the school is not yet meeting the Ministry of Education’s target for regular attendance.
Conditions to support learner success
School leadership works collaboratively and strategically to improve outcomes for learners.
Leaders and teachers effectively use and analyse a wide range of achievement information, informing responsive changes to teaching and learning.
Leaders use relevant internal and external expertise to build the capability and practice of teachers and improve learner outcomes.
Leaders model and ensure a continuously improving, culturally responsive approach to progressing school priorities.
Teaching and learning is increasingly responsive to the needs of learners.
Teachers have clear expectations for teaching and learning that optimises learning opportunities for most students.
Learners have increased opportunities to engage with and experience, through a broad local curriculum, mātauranga Māori that recognises and values their cultural identities.
Teachers deliberately inquire into their teaching practice and use achievement information to adapt teaching approaches and achieve increasingly equitable outcomes for learners.
Key organisational conditions are well established and support improving student outcomes.
The board and leaders gather and use parent and whānau aspirations; these inform annual and future goals that are aligned to a shared vision for learner success.
Learners with complex needs are well supported to engage with the curriculum and achieve success.
Leaders and teachers increasingly use internal evaluation to guide and inform improvements to teaching and learning.
Strong partnerships with outside agencies enhance wellbeing and improve attendance for those learners at risk of underachieving.
Part B: Where to next?
The agreed next steps for the school are to:
accelerate the progress and achievement of individual and groups of students who need this
review and adapt strategies for ongoing improvements in attendance to strengthen engagement
continue to strengthen evaluation schoolwide to inform responsive strategies for ongoing improvement to teaching and learning.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
consult with parents and whānau to gather their feedback and ideas and develop a plan to improve attendance.
Every six months:
gather and analyse learner voice to adapt strategies and approaches to improve engagement
ensure teachers set explicit targets for improvement, regularly discuss and reflect on the impact deliberate strategies have on accelerating progress and achievement
review the approach to improve attendance and modify the plan to support ongoing improvement.
Annually:
report to the board on schoolwide progress and achievement in literacy, with a focus on boys in reading and girls in writing, the impact of initiatives on outcomes for students and planned actions to address identified priorities
evaluate teaching strategies schoolwide to improve the consistency and effectiveness of teaching and learning
review strategies and approaches to improve engagement and attendance and modify plans for ongoing improvement.
Actions taken against these next steps are expected to result in:
equitable and increasingly excellent outcomes for all learners
high quality teaching that is consistent throughout the school
more students engaged in learning and attending regularly.
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
27 January 2025
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 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).