Ngakonui Valley School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 50
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 826 Taringamotu Road, Taumarunui
- Territorial authority
- Ruapehu District
- Phone
- 07-8956181
- office@nvs.school.nz
- Website
- http://www.nvs.school.nz
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
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.
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/1845
[Please click here](https://enrolments.linc-ed.com/apply/NZ/1845) to submit your enrolment online and complete all the required fields.
- https://enrolments.linc-ed.com/apply/NZ/1845
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 32
- Māori
- 29
- Pacific
- 4
- 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 | 3 | 1 | 0 | 0 | 0 | 3 | 0 | 4 |
| Year 02 | 5 | 0 | 0 | 0 | 0 | 7 | 0 | 8 |
| Year 03 | 6 | 2 | 0 | 0 | 0 | 7 | 0 | 9 |
| Year 04 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Year 05 | 7 | 1 | 0 | 0 | 0 | 8 | 0 | 11 |
| Year 06 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 4 |
| Year 07 | 3 | 0 | 0 | 0 | 0 | 9 | 0 | 11 |
| Year 08 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 29 | 4 | 0 | 0 | 0 | 39 | 0 | 52 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Age 06 | 5 | 0 | 0 | 0 | 0 | 7 | 0 | 8 |
| Age 07 | 7 | 3 | 0 | 0 | 0 | 8 | 0 | 10 |
| Age 08 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Age 09 | 6 | 1 | 0 | 0 | 0 | 8 | 0 | 10 |
| Age 10 | 4 | 0 | 0 | 0 | 0 | 1 | 0 | 5 |
| Age 11 | 3 | 0 | 0 | 0 | 0 | 7 | 0 | 9 |
| Age 12 | 1 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Total | 29 | 4 | 0 | 0 | 0 | 39 | 0 | 52 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
156.2%
| Ngakonui Valley School | 156.2% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 186.8% |
|---|---|
| Male | 128.2% |
| Māori | 195% |
| Pacific | Too few to report |
| Asian | Too few to report |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 132.1% |
| Total | 156.2% |
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
32.6%
| Ngakonui Valley School | 32.6% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 61% |
| Māori | 73.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 32.6% |
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
33.1%
| Ngakonui Valley School | 33.1% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 62.9% |
| Māori | 73.8% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 33.1% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 490
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 23 September 1919
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
- 17 April 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (28 November 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 board assurance report of 28 November 2022 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.
What this report states about the school
As stated in ERO’s report of 17 April 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 17 April 2026 — “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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the School
Ngakonui Valley School provides education for learners in Years 1 to 8. The school has a roll of 46 students, and 30 percent of students identify as NZ European/ Pākehā , 56 percent Māori and nine percent of Pacific heritage. The school's vision is “To Nurture, Blossom and Grow: Ka Whangai Puawai Tupu ”. This vision is supported by the school’s REAP values of responsibility, effort towards excellence, achieve with attitude and participate to persevere: “We REAP what we sow”.
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
Improvement and progress
This section is about the progress the school has made since the November 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school evaluated how increased learner engagement, learner agency, and stronger partnerships focused on learning impact student progress and achievement. The school expected to see improvements in attendance, engagement, and achievement for all learners.
Findings
The school has undergone several leadership changes since the last ERO report. The new leadership team strengthened student engagement through the implementation of structured teaching approaches in literacy and mathematics and improving evaluation processes. Partnerships with parents and whānau are developing through clearer assessment and reporting practices, further supporting greater engagement by parents and whānau in their child’s learning. Learning and attendance data show improvements in attendance and achievement for most learners.
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
How well are learners succeeding? The school is working towards high levels of success and progress for all learners.
What is the quality of teaching and learning? Learners benefit from good quality teaching practice that improves progress and achievement in reading, writing, and mathematics.
How well does the school curriculum respond to all learners needs? Learners have sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain skills in foundational 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.
How well does the school include all learners and promote their engagement and wellbeing? The school is taking steps to improve learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use 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 1 to 8
This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%
Reading A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The large majority of students attend school regularly.
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing their use of assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how well the school supports all learners to make sufficient progress.
The school is developing 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 for 2030 and agrees this will need to be a key strategic priority.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of strength
Teachers promote respectful and inclusive learning environments where learners are meaningfully engaged and supported in their learning.
Structured approaches to teaching literacy and mathematics are well supported by targeted professional learning.
The school curriculum, developed with the community and whānau , includes strong links to the local environment and provides meaningful learning opportunities for all learners.
The school fosters partnerships with parents, whānau and the wider community, including mana whenua , to support student success.
Key priorities
Increase achievement for all learners, especially for boys in literacy.
Develop and implement a cohesive school-wide approach to assessment, aligned to The New Zealand Curriculum and assessment requirements.
Embed consistent, structured teaching in reading, writing and mathematics.
Establish systematic internal evaluation processes.
Improve regular attendance.
Actions to bring about improvement
Within 3 months:
implement the attendance plan
leaders and teachers participate in professional learning and coaching focused on consistent The New Zealand Curriculum implementation, with priority given to structured literacy and assessment practice
Within six months:
teachers embed structured approaches in literacy and mathematics, to ensure consistent teaching across the school to accelerate progress for learners at risk and extend achievement for those already meeting or exceeding expectations
leaders review current data collection practices to align with updates to The New Zealand Curriculum and assessment requirements and identify gaps in achievement and progress data
leaders continue to build staff capability in data analysis to quickly identify individuals and groups needing support and support teachers to implement initiatives to further accelerate progress
leaders embed the school wide evaluative process that teachers and leaders use collectively to determine what is working and what is not for who
Every six months:
leaders collect, analyse and report to the Ngakonui Valley School Board overall achievement, progress, behaviour, wellbeing and attendance information to let them know what is working to improve and sustain high learner outcomes
leaders evaluate structured approaches to literacy and mathematics, to monitor consistency in teacher practice and improvement to learner outcomes
leaders and teachers use data to assess the impact of teaching and learning initiatives, report progress to the Board, and identify groups needing additional support in literacy and mathematics
Annually:
consistent and accurate collection of achievement and progress data to inform teaching and learning and implement targeted interventions that improve outcomes for all students
leaders review and refine data collection tools and processes to inform targeted improvement
leaders assess the impact of structured teaching in literacy and mathematics to inform future professional development
the school Board reports overall achievement, progress, behaviour, wellbeing and attendance information to the community
leaders analyse attendance data for trends and patterns; report on the effectiveness of the attendance strategies to the school community and adjust the attendance plan as needed.
Expected outcomes
Increased achievement for all learners, especially for boys in literacy.
Consistent and accurate collection of achievement and progress data to inform teaching and learning and implementation of targeted interventions that improve outcomes for all students.
Consistent and structured teaching approaches in literacy and mathematics.
A consistently applied internal evaluation framework that reviews initiatives and provides clear evidence of impact on student learning.
Improved and sustained regular attendance.
Regulatory and legislative requirements
This section of the report is about how the school meets regulatory and legislative requirements.
Board assurance with regulatory and legislative requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:
Board administration
Yes
Curriculum
Yes
Management of health, safety and welfare
Yes
Personnel management
Yes
The next public report on ERO’s website will be a School Report and is due within four 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
17 April 2026
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).