Matauri Bay School
Contributing · State
- Year levels
- 1–6
- Total roll
- 43
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Whakarara Road, Matauri Bay
- Territorial authority
- Far North District
- Phone
- 09-4050507
- admin@matauribay.school.nz
- Directions
- Get directions
Other schools nearby: schools in Northland
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
Not stated on the school’s website.
- Getting there
- Arrivals: Matauri Bus 8:30am, Wainui Bus 8:50am, Martins Road Bus 8:55am. Departures: Martins Road Bus 2:40pm, Wainui Bus 2.50pm, Matauri Bus 3:15pm
Arrival at School Matauri Bus – 8:30am Walkers/Parents drop offs 8.30am Wainui Bus – 8:50am Martins Road Bus – 8:55am Departs School Martins Road Bus – 2:40pm, (Arrives at the chicken stop at 3.35pm) Wainui Bus – 2.50pm Walkers/Parents pick ups 3.00pm Matauri Bus – 3:15pm
- Arrivals: Matauri Bus 8:30am, Wainui Bus 8:50am, Martins Road Bus 8:55am. Departures: Martins Road Bus 2:40pm, Wainui Bus 2.50pm, Matauri Bus 3:15pm
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 7
- Māori
- 40
- Pacific
- 3
- Asian
- 1
- 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 | 5 | 1 | 0 | 0 | 0 | 2 | 0 | 6 |
| Year 02 | 6 | 0 | 0 | 0 | 0 | 2 | 0 | 7 |
| Year 03 | 9 | 1 | 0 | 0 | 0 | 2 | 0 | 10 |
| Year 04 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Year 05 | 6 | 1 | 0 | 0 | 0 | 3 | 0 | 8 |
| Year 06 | 10 | 1 | 1 | 0 | 0 | 2 | 0 | 10 |
| Year 07 | 7 | 0 | 0 | 0 | 0 | 3 | 0 | 7 |
| Year 08 | 7 | 2 | 0 | 0 | 0 | 4 | 0 | 7 |
| Total | 52 | 6 | 1 | 0 | 0 | 18 | 0 | 57 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 1 | 0 | 0 | 0 | 2 | 0 | 6 |
| Age 06 | 5 | 0 | 0 | 0 | 0 | 2 | 0 | 6 |
| Age 07 | 8 | 1 | 0 | 0 | 0 | 1 | 0 | 9 |
| Age 08 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Age 09 | 7 | 1 | 0 | 0 | 0 | 3 | 0 | 9 |
| Age 10 | 10 | 1 | 1 | 0 | 0 | 2 | 0 | 10 |
| Age 11 | 6 | 0 | 0 | 0 | 0 | 3 | 0 | 6 |
| Age 12 | 6 | 1 | 0 | 0 | 0 | 2 | 0 | 6 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 14 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 52 | 6 | 1 | 0 | 0 | 18 | 0 | 57 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
110.5%
| Matauri Bay School | 110.5% |
|---|---|
| Northland Region | 52% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 176.6% |
| Māori | 120.6% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 110.5% |
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
38.5%
| Matauri Bay School | 38.5% |
|---|---|
| Northland Region | 6.5% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 61.1% |
| Māori | 41.8% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 63.6% |
| Total | 38.5% |
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
39.6%
| Matauri Bay School | 39.6% |
|---|---|
| Northland Region | 2.7% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 63.1% |
| Māori | 43.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 64.9% |
| Total | 39.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 549
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Rural settlement
- Date opened
- 31 January 1898
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
- 30 April 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (30 April 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 30 April 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:
report achievement of students with special needs [Section 639 Education and Training Act 2020]
document a risk assessment process for all staff before appointment [Section 5 (1), Children’s Act 2014]
consult the school community on the health curriculum every two years [Section 91 Education and Training Act 2020]
ensure all teachers are trained in physical restraint. [Sections 99,100,101, 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 43 — 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.
September 2016
84
Counted while ERO’s review team was at the school. Education Review Office, report of 8 March 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 30 April 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
Matauri Bay School is located in Te Tai Tokerau and provides education for students from Year 1 to 8. The school’s vision is ‘ Mā te mahi ngātahi ka akō ka tupu , (By working together we learn and grow)’ and its values are ‘ Whanau (Together), Ahuatanga Ako (Achievement), Rangatira (Leadership), and Manāki (Kindness)’. An acting principal was appointed in 2024.
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
The school is working towards equitable and excellent outcomes for learners.
Less than half of students are achieving at curriculum expectations in reading, and writing; few are achieving at expectation in mathematics.
Students’ have a strong sense of belonging in the school and their language, culture and identity are valued.
Learners with additional needs make some progress in their learning and achievement; tracking their progress is an area for improvement
Few students attend school regularly.
Conditions to support learner success
Leadership is beginning to develop systems and processes to improve teaching and learning.
Leaders increasingly foster a school culture committed to better quality teaching and improving learner outcomes.
School leaders build educationally focused relationships with other education providers and community groups to support students’ learning.
Leadership is strengthening relational trust and collaboration to achieve the school’s strategic vision and priorities.
Teachers are beginning to establish a responsive curriculum and effective teaching practices.
The design of the curriculum increasingly reflects relevant contexts to build on prior knowledge.
Teachers plan learning and use knowledge of students’ strengths, needs and interests to promote their learning.
Teachers are strengthening their use of a range of responsive practices in the junior school to engage learners purposefully.
Key conditions are beginning to strengthen to support success.
Learning relationships between staff and students are supportive.
Leaders and teachers value the cultural background of their learners and provide learning opportunities in the curriculum and through school practices.
The school is giving effect to Te Tiriti o Waitangi through building partnerships with mana whenua .
The board has contributed to developing the school’s vision, values and strategic direction, and improvement priorities related to teaching and learning and students’ success.
Part B: Where to next?
The agreed next steps for the school are to:
implement effective teaching and learning strategies in reading, writing and mathematics and te reo Māori schoolwide to improve students’ learning outcomes
improve students’ regular attendance to support their active engagement in learning.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
document teachers’ expectations for effective teaching strategies in reading, writing and mathematics and te reo Māori to support consistent practice and improve students’ learning outcomes
separate and document progress and achievement data for learners with additional needs
document an effective attendance plan
Within six months:
complete schoolwide assessment for students' progress and achievement in reading, writing and mathematics and te reo Māori
implement effective teaching strategies schoolwide in reading, writing and mathematics and te reo Māori for all students
Every six months:
monitor the effectiveness and consistency of expected teaching approaches in reading, writing and mathematics
monitor and report on the level of students’ regular attendance.
Annually:
review and evaluate the extent to which effective teaching strategies schoolwide improve students’ learning outcomes
analyse and use students’ achievement data for all students and those learners with additional needs to respond and resource to meet needs
analyse and report to the board on students’ regular attendance and plan next steps to sustain improvement.
Actions taken against these next steps are expected to result in:
improved levels of students’ attendance, engagement and learning outcomes in reading, writing, mathematics and te reo Māori
improved teacher capability and consistency in effective teaching schoolwide
increased levels of progress and achievement for learners with additional needs.
Recommendation to the Ministry of Education
ERO recommends that the Ministry of Education provide tailored support for:
implementing the consistent use effective teaching and learning strategies in reading, writing and mathematics including support for learners with additional needs
providing effective support for high needs students.
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
Sharon Kelly Director of Schools (Acting)
30 April 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).