Ngahinapouri School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 185
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 1185 Kakaramea Road, Ngahinapouri
- Territorial authority
- Waipa District
- Phone
- 07-8252701
- office@ngahinapouri.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
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.
- Getting there
- One bus covering two routes: leaves school 7.55am (3pm afternoons) along Kakaramea Road, Finlayson Road, Old School Road and Rice Road; and leaves school 8.20am (3.30pm afternoon) east along Ngahinapouri Road, Gillard Road, Rukuhia Road and McGregor Road
We have one bus that covers two bus routes. Leaves school at 7.55 am (3pm afternoons) and travels north along Kakaramea Road, then turns into Finlayson Road, it turns at the corner of Finlayson and Old School Road and returns via Finlasyson and Kakaramea Roads past the school to Rice Road and then returns to school back along Kakaramea Road. Leaves school at 8.20am (3.30pm afternoon) and travels east along Ngahinapouri Road then turns left into Gillard Road. The bus turns around half way along Gillard Road and returns along Gillard Road then turns into Rukuhia Road, McGregor Road, and then returns to school along Ngahinapouri Road.
- One bus covering two routes: leaves school 7.55am (3pm afternoons) along Kakaramea Road, Finlayson Road, Old School Road and Rice Road; and leaves school 8.20am (3.30pm afternoon) east along Ngahinapouri Road, Gillard Road, Rukuhia Road and McGregor Road
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 156
- Māori
- 29
- Pacific
- 8
- Asian
- 15
- MELAA
- 7
- 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 | 3 | 0 | 2 | 0 | 0 | 18 | 0 | 19 |
| Year 02 | 5 | 1 | 2 | 0 | 0 | 24 | 0 | 27 |
| Year 03 | 4 | 0 | 5 | 0 | 0 | 20 | 0 | 25 |
| Year 04 | 5 | 0 | 1 | 0 | 1 | 18 | 0 | 21 |
| Year 05 | 5 | 3 | 4 | 2 | 0 | 14 | 0 | 20 |
| Year 06 | 1 | 0 | 1 | 1 | 0 | 20 | 0 | 22 |
| Year 07 | 2 | 0 | 3 | 0 | 0 | 23 | 0 | 25 |
| Year 08 | 6 | 1 | 1 | 1 | 1 | 21 | 0 | 25 |
| Total | 31 | 5 | 19 | 4 | 2 | 158 | 0 | 184 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 2 | 0 | 0 | 16 | 0 | 17 |
| Age 06 | 6 | 1 | 2 | 0 | 0 | 24 | 0 | 27 |
| Age 07 | 3 | 0 | 5 | 0 | 0 | 20 | 0 | 25 |
| Age 08 | 6 | 0 | 0 | 0 | 1 | 17 | 0 | 20 |
| Age 09 | 4 | 2 | 5 | 2 | 0 | 15 | 0 | 21 |
| Age 10 | 2 | 1 | 1 | 1 | 0 | 20 | 0 | 22 |
| Age 11 | 2 | 0 | 3 | 0 | 0 | 23 | 0 | 25 |
| Age 12 | 6 | 1 | 1 | 1 | 1 | 22 | 0 | 26 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 31 | 5 | 19 | 4 | 2 | 158 | 0 | 184 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Ngahinapouri School | 0% |
|---|---|
| Waikato Region | 53.9% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Ngahinapouri School | 0% |
|---|---|
| Waikato Region | 6.6% |
| Full Primary | 3.9% |
| 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%
| Ngahinapouri School | 0% |
|---|---|
| Waikato Region | 2.4% |
| Full Primary | 1.7% |
| 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)
- 415
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 25 January 1877
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
- 12 December 2022
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (12 December 2022)
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 12 December 2022 — 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 has identified the following areas of non-compliance during the board assurance process:
renewal of police vetting every three years for employees who still work at the school.
[Clause 12 schedule 4 Education and Training Act 2020]
The board has since addressed the area 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 185 — 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 2017
185
Counted while ERO’s review team was at the school. Education Review Office, report of 12 June 2017
June 2012
147
Counted while ERO’s review team was at the school. Education Review Office, report of 15 August 2012
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 12 December 2022 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within seven months of the Education Review Office and Ngahinapouri School working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
Ngahinapouri School is located in the rural Waipa area of Waikato and provides education for students in Years 1 to 8. The school has strong links to its local community.
Ngahinapouri School’s strategic priorities for improving outcomes for learners are:
to create a culture of resilient learners that enables students to be confident, courageous risk takers
to support students to take responsibility for their progress and next learning steps
to strengthen community engagement through consultation with families, whānau groups, iwi and marae .
You can find a copy of the school’s strategic and annual plan on Ngahinapouri School’s website.
ERO and the school are working together to evaluate how effectively the school’s curriculum is improving outcomes for all learners with a particular focus on wellbeing and achievement. Empowering students in their own learning through formative assessment practices and strengthening responsive partnerships for learning are ongoing priorities for the school.
The rationale for selecting this evaluation is:
the school’s commitment to growing resilient learners and addressing the wellbeing needs of students
the opportunity it provides to enable equity in the achievement of identified groups of learners and challenge learners to excel and achieve excellence
the school’s strategic focus on strengthening partnerships for learning with parents, whānau and the Māori community.
The school expects to see further actions implemented to support student wellbeing, strengthen equitable outcomes, and enable success for all learners.
Strengths
The school can draw from the following strengths to support its goal to increase student confidence, strengthen equitable outcomes and enable success for all learners:
a positive school culture that supports high levels of student engagement and participation
well established school practices that identify and respond to the individual needs of learners
leadership of learning that promotes open communication, collaboratively develops shared knowledge, and supports consistency of practices to improve outcomes for learners.
Where to next?
Moving forward, the school will prioritise:
strengthening formative assessment practices to promote students’ understanding and knowledge of their own learning and next steps
continuing to engage with parents, whānau and the Māori community to strengthen educationally powerful connections and partnerships
strengthening evidence-based evaluation to further inform responsive school planning for continuous improvement.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Phil Cowie Director Review and Improvement Services (Central) Central Region | Te Tai Pūtahi Nui
12 December 2022
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).