Maungatapu School
Contributing · State
- Year levels
- 1–6
- Total roll
- 579
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 164 Maungatapu Road, Maungatapu-Tauranga, Tauranga
- Territorial authority
- Tauranga City
- Phone
- 07-5440858
- office@maungatapu.school.nz
- Directions
- Get directions
Other schools nearby: schools in Tauranga · schools in Bay of Plenty
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
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
A school uniform is now compulsory for all pupils.
- Required
- Where to buy the uniform
- http://www.nzuniforms.com/
A school uniform is now compulsory for all pupils. The uniform offers a range of options for winter and summer in the school colours, green and blue, and is available from NZ Uniforms. [](http://www.nzuniforms.com/)
- http://www.nzuniforms.com/
- Getting there
- Bus 908 operates out of Maungatapu School, servicing Lower Ohauiti and Windermere (free service); rural Route 2 (Welcome Bay) operates through the Tauranga Transport Network Group
Bus 908 operates out of Maungatapu School. This route services Lower Ohauiti and Windermere. This is a free service. The timetable for this service can be found at [www.baybus.co.nz/route/14694/timetable/](http://www.baybus.co.nz/route/14694/timetable/) Rural buses Route 2 (Welcome Bay) operates through the Tauranga Transport Network Group. This service is free for children who meet the criteria.
- Bus 908 operates out of Maungatapu School, servicing Lower Ohauiti and Windermere (free service); rural Route 2 (Welcome Bay) operates through the Tauranga Transport Network Group
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Basketball
Basketball is available for years 0 to 6 students, in Terms 1, 2, 3 and 4.
- Tennis
Tennis is available for years 0 to 6 students, in Terms 1, 2, 3 and 4.
- Air track tumble classes
Air track tumble classes are on offer to our tamariki at Maungatapu school.
- Football
Football is available to all year levels and is delivered by Waipuna Football Club.
- Kiwi Volleyball
Kiwi Volleyball is available for year 3, 4, 5 and 6 students, in Term 1 and Term 2.
- Rippa Rugby
Rippa Rugby is available for year 0 to 6 students, in Term 1 and Term 4.
- Hockey
Hockey is available for years 0 to 6 students, in Term 2 and 3.
- Basketball
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 365
- Māori
- 300
- Pacific
- 45
- Asian
- 62
- MELAA
- 10
- Other
- 3
- 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 | 46 | 9 | 8 | 3 | 0 | 63 | 0 | 90 |
| Year 02 | 52 | 6 | 10 | 2 | 0 | 63 | 0 | 99 |
| Year 03 | 41 | 5 | 9 | 2 | 1 | 72 | 0 | 96 |
| Year 04 | 47 | 5 | 9 | 2 | 1 | 47 | 0 | 84 |
| Year 05 | 48 | 7 | 9 | 6 | 1 | 62 | 0 | 92 |
| Year 06 | 43 | 8 | 8 | 2 | 2 | 68 | 0 | 97 |
| Year 07 | 21 | 2 | 2 | 0 | 0 | 12 | 0 | 29 |
| Year 08 | 12 | 2 | 0 | 0 | 0 | 3 | 0 | 12 |
| Total | 310 | 44 | 55 | 17 | 5 | 390 | 0 | 599 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 41 | 8 | 6 | 2 | 0 | 60 | 0 | 82 |
| Age 06 | 51 | 6 | 9 | 3 | 0 | 60 | 0 | 95 |
| Age 07 | 43 | 6 | 10 | 2 | 1 | 71 | 0 | 98 |
| Age 08 | 49 | 5 | 10 | 2 | 1 | 50 | 0 | 88 |
| Age 09 | 42 | 6 | 9 | 3 | 1 | 60 | 0 | 86 |
| Age 10 | 51 | 9 | 9 | 5 | 2 | 69 | 0 | 104 |
| Age 11 | 19 | 2 | 2 | 0 | 0 | 16 | 0 | 32 |
| Age 12 | 12 | 2 | 0 | 0 | 0 | 4 | 0 | 12 |
| Age 13 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Total | 310 | 44 | 55 | 17 | 5 | 390 | 0 | 599 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
31.7%
| Maungatapu School | 31.7% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 9% |
|---|---|
| Male | 49.6% |
| Māori | 30.6% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 42.6% |
| Total | 31.7% |
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%
| Maungatapu School | 0% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Contributing | 3.5% |
| State | 4.5% |
| 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%
| Maungatapu School | 0% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Contributing | 1.5% |
| State | 1.9% |
| 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)
- 468
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Major urban area
- Date opened
- 3 July 1881
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
- 23 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 23 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Bilingual or immersion provision
- Dual medium curriculum for Mainstream and Māori immersion learners
The school offers a dual medium curriculum to foster for Mainstream and Māori immersion learners.
- Dual medium curriculum for Mainstream and Māori immersion learners
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 579 — 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.
February 2018
523
Counted while ERO’s review team was at the school. Education Review Office, report of 30 May 2018
August 2014
492
Counted while ERO’s review team was at the school. Education Review Office, report of 29 September 2014
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 23 May 2025 — “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.
About the School
Maungatapu School is in Tauranga and provides education for approximately 600 learners. The school offers a dual medium curriculum to foster for Mainstream and Māori immersion learners.
The Mainstream consists of approximately 450 students who follow the New Zealand curriculum. These learners go from Years 1 to 6. The Māori immersion programme is called Te Pūwhāriki . Te Pūwhāriki provides a hapū based education, in total immersion Māori , for learners from years 1 to 8.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing, mathematics and pānui, tuhituhi, pāngarau.
How well does the school curriculum respond to all learners needs? Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain 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? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.
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 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading A large majority of learners meet or exceed the expected curriculum level. Results are 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 A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Rumaki /Bilingual
Pānui Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Tuhituhi Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Pāngarau Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
The school is approaching the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school has 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 making progress towards meeting Government reading, writing and mathematics targets and/or pānui , tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
Part B: Rumaki /Bilingual Outcomes and Conditions to Support Learners Success
This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki/reo rua classroom/s within in English medium schools.
Learner success and wellbeing
Te Pūwhāriki learners are consistently exposed to local contexts, narratives and history that affirms their culture and promotes te reo Māori proficiency.
End of year data for 2024 shows that almost all ākonga in Te Pūwhāriki are working at or above the expected curriculum levels for pānui, tuhituhi and pāngarau .
Te Pūwhāriki is approaching the Government target of 80% regular attendance; the school is developing a plan to improve attendance.
Conditions to support learner success
Te Pūwhāriki ākonga are provided with extensive opportunities to learn across the breadth and depth of Te Marautanga o Aotearoa consistent exposure to local contexts, narratives and history affirms their cultural identity and promotes te reo Māori proficiency.
Explicit, high-quality teaching and assessment in Te Pūwhāriki contributes to successful ākonga achievement and outcomes.
Ākonga in Te Pūwhāriki benefit from strong leadership and are supported by targeted resources that promote engagement, learning, and wellbeing.
Part C: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Almost all learners in Te Pūwhāriki meet or exceed the expected curriculum level in pānui, tuhituhi, and pāngarau; ākonga have a strong sense of belonging and are confident in their language, culture, and identity.
A structured approached to the teaching of literacy and mathematics is implemented to support students in gaining strong foundation skills for learning and to ensure the one-hour a-day requirements are being met.
The school's responsive curriculum promotes learning through mātauranga Māori, science, engineering the arts and mathematics (S.T.E.A.M.) to enable high levels of student engagement and success.
Leadership builds and sustains strong relationships with parents, whānau, hapū and iwi to inform and achieve the school's strategic vision and improvement goals.
Regular collaboration and professional learning support leaders and teachers in growing and strengthening their capability for continuous improvement.
Leaders and teachers reflect on and adapt their practice to improve teaching and learning, impacting learner outcomes and maintaining a strong focus on equity.
Key priorities and actions for improvement
The agreed next steps for the school are to:
extend the analysis of school wide data to identify rates of student progress over time and further inform targeted achievement planning
strengthen high quality teaching, learning and assessment practices to challenge students to excel and achieve excellence
continue to strengthen whanau engagement to implement effective strategies that increase rates of regular attendance
develop a leadership led plan that consolidates a Te Pūwhāriki voice at the governance level.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
develop specific targets that focus on accelerating learning for students who are below expected levels in reading, writing, and mathematics
maintain a strategic focus on increasing the number of students achieving above expected levels in reading, writing, mathematics and pānui, tuhituhi and pāngarau
review the progress of target group learners; prioritise interventions to enhance learner achievement and outcomes
leadership engages with ākonga and whānau of Te Pūwhāriki to review the plan for representation in school governance
Annually:
analyse, evaluate, and report on the effectiveness of school actions and teaching practices to strengthen student learning, progress, achievement and data
leadership engages with ākonga and whānau of Te Pūwhāriki to evaluate and strengthen school governance representation that promotes ākonga engagement, learning, and wellbeing.
Actions taken against these next steps are expected to result in:
increased and sustained levels of equity, excellence, and outcomes for all learners
increase rates of attendance to meet the Government target of 80% of students attending regularly
enhanced and strengthened high-quality internal evaluation for continuous improvement
accelerated achievement and success in for Te Pūwhāriki ākonga , fostering learner agency; ākonga striving for excellence across the breadth and depth of Te Marautanga o Aotearoa .
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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 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
Sharee Hemingway Director Ākonga Māori
23 May 2025
Education Counts
This 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).