Moawhango School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 28
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Te Moehau Road, Moawhango
- Territorial authority
- Rangitikei District
- Phone
- 06-3880276
- office@moawhango.school.nz
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 15
- Māori
- 16
- Pacific
- 0
- Asian
- 0
- 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 | 3 | 0 | 0 | 0 | 0 | 4 | 0 | 7 |
| Year 02 | 2 | 0 | 1 | 0 | 0 | 0 | 0 | 3 |
| Year 03 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Year 04 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 4 |
| Year 05 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Year 06 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 4 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Year 08 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 15 | 0 | 1 | 0 | 0 | 11 | 0 | 25 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 0 | 0 | 0 | 0 | 4 | 0 | 7 |
| Age 06 | 2 | 0 | 1 | 0 | 0 | 0 | 0 | 3 |
| Age 07 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Age 08 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 4 |
| Age 09 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 10 | 3 | 0 | 0 | 0 | 0 | 3 | 0 | 5 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 12 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 15 | 0 | 1 | 0 | 0 | 11 | 0 | 25 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Moawhango School | 0% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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%
| Moawhango School | 0% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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%
| Moawhango School | 0% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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)
- 489
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Rural other
- Date opened
- 16 November 1858
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
- 25 September 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (25 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 25 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 28 — 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.
March 2018
21
Counted while ERO’s review team was at the school. Education Review Office, report of 30 April 2018
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 25 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
Moawhango School is a rural primary school in the Rangitikei district. The school provides level two bilingual Māori education for students in Years 1 to 8. The school’s vision for learners is that they will ‘achieve success and realise their potential as confident, culturally strong, lifelong learners'.
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
Students are well engaged in their learning with most achieving at or above curriculum expectation.
Most students are achieving at or above expectation in mathematics and the large majority in literacy.
Learners requiring additional support are identified through early intervention and provided with additional support to learn and make progress.
Learners are confident in their identity, language and culture and demonstrate a strong sense of belonging and wellbeing.
Most learners attend school regularly, although attendance rates are not yet consistently meeting the target set by the Ministry of Education; staff work closely with families to encourage regular attendance.
Conditions to support learner success
Leadership is increasingly strengthening curriculum delivery and school conditions to achieve the school’s vision.
Leaders use evidence to plan and monitor the school’s strategic goals and increasingly involve whānau , hapu and iwi in decision making.
Leadership sets appropriate goals and targets, including the acceleration of progress for those learners at risk of underachievement.
Leadership works collaboratively with local education networks to promote Māori achieving success as Māori .
Leaders are continuing to develop a rich localised curriculum supported by professional learning to align teacher practice and teaching strategies.
Students participate and contribute confidently within a wide range of cultural and local learning contexts that promote their engagement.
Staff know learners well and work together to provide purposeful, well-paced learning opportunities for all learners.
Teachers regularly gather, analyse and use evidence to improve their individual and collective teaching practice.
Well established conditions underpin successful school improvement.
Reciprocal partnerships with mana whenua, iwi and whānau support implementation of the school’s localised curriculum that is guided by Mōkai Pātea Education Strategy.
Trustees and staff demonstrate a strong commitment to revitalising te reo Māori me ōna tikanga Māori; building culturally responsive practices is an ongoing priority.
A range of professional learning is in place to promote growth and development of teaching capability, aligned with the school’s identified priorities that includes development of the localised curriculum.
Part B: Where to next?
The agreed next steps for the school are to:
embed structured literacy and mathematic approaches within the school to improve student outcomes in literacy and mathematics
evaluate the effectiveness of structured teaching practices in literacy and mathematics to inform areas for further improvement
continue to work alongside Mōkai Pātea to develop and implement the localised curriculum and the graduate profile
further investigate and make use of assessment tools to support te reo Māori from Years 1 to 8.
The agreed actions for the next improvement cycle and timeframes are as follows
Within six months:
participate in professional learning and development for structured literacy and mathematics approaches and localised curriculum development
continue to develop a graduate profile and curriculum progressions to support teaching and learning
find out what tools are available to support the assessment of te reo Māori .
Every six months:
track and review student learning and progress in mathematics, reading and writing
undertake a literacy and te reo review of strategic and improvement plans to determine future direction and next steps
analyse and report student attendance, wellbeing, progress and achievement information to whānau and to the board
collaboratively inquire into recently implemented structured literacy and mathematics approaches to determine effectiveness to date.
Annually:
leaders evaluate the impact of interventions to ensure the most effective strategies are consistently
used to improve all students’ progress and achievement
use student learning, attendance and wellbeing data to inform annual reporting and statement of variance
use findings from consultation and evaluation to inform the annual improvement plan.
Actions taken against these next steps are expected to result in:
further building of teacher and leadership capability to promote accelerated learning for all students
structured literacy and mathematics approaches that are further implemented and embedded
development and implementation of a graduate profile and curriculum progressions that support teaching and learning
increased attendance and achievement outcomes for all 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
Shelley Booysen Director of Schools
25 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).