Motupipi School
Contributing · State
- Year levels
- 1–6
- Total roll
- 83
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 435 Abel Tasman Drive, Motupipi, Takaka
- Territorial authority
- Tasman District
- Phone
- 03-5259986
- office@motupipi.school.nz
- Website
- http://motupipischool.co.nz
- Directions
- Get directions
Other schools nearby: schools in Tasman
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.
- Term dates
- Term 1, 2026: Tuesday 3rd February to Thursday 2nd April
Term 1 Tuesday 3rd February to Thursday 2nd April
Year stated asTerm Dates 2026
- Term 2, 2026: Monday 20th April to Friday 3rd July
Term 2 Monday 20th April to Friday 3rd July
Year stated asTerm Dates 2026
- Term 3, 2026: Monday 20th July to Friday 25th September
Term 3 Monday 20th July to Friday 25th September
Year stated asTerm Dates 2026
- Term 4, 2026: Monday 12th October to Friday 11th December
Term 4 Monday 12th October to Friday 11th December
Year stated asTerm Dates 2026
- Term 1, 2026: Tuesday 3rd February to Thursday 2nd April
- Getting there
- The Wainui bus leaves Tui Community at 7.55am, Tata Beach at 8.10am, Põhara Valley Tennis Courts at 8.18am and arrives at school at 8.23am; in the afternoon it leaves Motupipi at 3.15pm and finishes at Tui Community, Wainui Bay, at 3.55pm
The Wainui Bus leaves Tui Community at 7.55am, Tata Beach at 8.10am, is at Põhara Valley Tennis Courts at 8.18am, and arrives at school at 8.23am. In the afternoon the bus leaves Motupipi at 3.15pm. It travels to Pōhara store, then Pōhara Tennis Courts arriving about 3.21pm. It then goes on to Ligar Bay at 3.25pm, and then meets the High School Bus at Tata Beach at 3.28pm. The journey finishes at Tui Community, Wainui Bay, at 3.55pm.
- The Wainui bus leaves Tui Community at 7.55am, Tata Beach at 8.10am, Põhara Valley Tennis Courts at 8.18am and arrives at school at 8.23am; in the afternoon it leaves Motupipi at 3.15pm and finishes at Tui Community, Wainui Bay, at 3.55pm
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 82
- Māori
- 6
- Pacific
- 0
- Asian
- 1
- MELAA
- 1
- 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 | 1 | 1 | 1 | 0 | 0 | 16 | 0 | 16 |
| Year 02 | 3 | 0 | 0 | 0 | 0 | 19 | 0 | 19 |
| Year 03 | 1 | 0 | 0 | 0 | 0 | 19 | 0 | 19 |
| Year 04 | 0 | 0 | 0 | 0 | 0 | 10 | 0 | 10 |
| Year 05 | 0 | 0 | 0 | 1 | 0 | 14 | 0 | 14 |
| Year 06 | 2 | 0 | 0 | 0 | 0 | 7 | 0 | 7 |
| Total | 7 | 1 | 1 | 1 | 0 | 85 | 0 | 85 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 0 | 0 | 0 | 13 | 0 | 13 |
| Age 06 | 2 | 1 | 1 | 0 | 0 | 19 | 0 | 19 |
| Age 07 | 2 | 0 | 0 | 0 | 0 | 21 | 0 | 21 |
| Age 08 | 0 | 0 | 0 | 0 | 0 | 8 | 0 | 8 |
| Age 09 | 0 | 0 | 0 | 1 | 0 | 16 | 0 | 16 |
| Age 10 | 2 | 0 | 0 | 0 | 0 | 8 | 0 | 8 |
| Total | 7 | 1 | 1 | 1 | 0 | 85 | 0 | 85 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
34.3%
| Motupipi School | 34.3% |
|---|---|
| Tasman Region | 33% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 61.8% |
|---|---|
| Male | 0% |
| Māori | 345.4% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | 0% |
| European/Pākehā | 35.2% |
| Total | 34.3% |
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%
| Motupipi School | 0% |
|---|---|
| Tasman Region | 3.2% |
| Contributing | 3.5% |
| 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 | 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%
| Motupipi School | 0% |
|---|---|
| Tasman Region | 2.1% |
| Contributing | 1.5% |
| 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 | 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)
- 426
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1870
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
- 13 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (13 November 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 13 November 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 83 — 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
75
Counted while ERO’s review team was at the school. Education Review Office, report of 14 May 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 13 November 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
Motupipi School , a semi-rural school situated in Mohua , Golden Bay, provides education for students in Years 1 to 6. The school vision of making a difference together is supported by the school values of respect, resilience, responsibility and connections .
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
Most students make sustained progress.
Most students achieve at or above expected curriculum levels in reading and mathematics; a large majority achieve at or above expected curriculum levels in writing.
Staff continue to improve their teaching practice to better support those groups of learners who are not achieving as well as their peers, particularly Māori learners in reading, writing and mathematics and boys in writing.
Approximately half of students attend school regularly and the school is not yet meeting the Ministry of Education attendance target; a range of interventions are now in place designed to bring about improvements in attendance.
Conditions to support learner success
Strategic leadership works collaboratively to improve outcomes for learners.
Staff effectively analyse student achievement data to inform appropriate priorities for improvement.
Leaders and teachers engage in meaningful professional development that targets identified priorities and impact on learning outcomes is well monitored.
Leadership clearly communicates with parents and whānau , so that the school vision and goals are well known.
Teaching practices are increasingly responsive to students’ learning needs, interests, and cultural identities.
Teachers and leaders are embedding a curriculum that meaningfully reflects the local area and its histories.
Teachers reflect well on their practice to know what strategies have the most impact on progress and achievement, and what needs to be improved.
Initiatives and programmes that draw on tikanga Māori and te ao Māori are being implemented; students can increasingly see their culture, language and identity in the curriculum.
Key organisational conditions that support learner success are well established.
Schoolwide consultation with whānau and the wider community ensures a wide range of perspectives well informs strategic priorities.
Teachers and leaders have a strong focus on continuing to enhance culturally responsive practices schoolwide, including the development of a sequential te reo Māori teaching and learning plan.
Responsive and inclusive practices support students to enjoy a sense of belonging and connection to school, whānau , friends and the community.
Part B: Where to next?
The agreed next steps for the school are to:
improve student achievement in writing, especially boys
continue to strengthen teaching practice to improve outcomes for Māori students' achievement in reading, writing and mathematics
improve rates of regular attendance schoolwide.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
teachers undertake professional development to improve the impact of their practice on raising achievement in writing
leaders and teachers review current strategies in use for addressing attendance concerns to identify what is working and what is not
with whānau develop and implement a plan to bring about improvements to regular attendance
Every six months:
leaders report to the board on student progress and achievement in reading, writing and mathematics to show the impact of planned actions and intended response to emerging trends
report to the board and community progress towards improving regular rates of attendance
review the strategies used to improve attendance and writing to inform next steps
Annually:
analysis of student attendance, progress and achievement is reported to the board and the community and used to adapt strategies for ongoing improvement
the school board scrutinises achievement and engagement reporting to inform improvement priorities and resourcing decisions
teachers share best teaching practice in literacy across the school, to promote excellent and equitable outcomes for students
evaluate initiatives implemented to improve attendance to inform next steps in improvement.
Actions taken against these next steps are expected to result in:
increasing equity in achievement between groups of students
improved outcomes for all students in writing
more students 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
13 November 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 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).