Ngatea School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 292
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 52 Orchard Road, Ngatea
- Territorial authority
- Hauraki District
- Phone
- 07-8677305
- office@ngatea.school.nz
- Website
- http://www.ngatea.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.
- Uniform
- Required
The correct uniform should be worn at all times, unless otherwise stated by the school, e.g. mufti day.
- Required
- Where to buy the uniform
- https://ngateaprimary.nzuniforms.com/catalog/uniform-1107136.htmx
THE SCHOOL UNIFORM is listed below and can be purchased through [NZ Uniforms:](https://ngateaprimary.nzuniforms.com/catalog/uniform-1107136.htmx)
- https://ngateaprimary.nzuniforms.com/catalog/uniform-1107136.htmx
- Getting there
- School bus travel is provided, with the buses run by Go Bus; the school's rules and code of conduct apply while travelling on the bus.
The school’s rules and code of conduct apply while traveling on the bus. Any child who acts inappropriately on the bus may have their travel/ bus privilege suspended for a period of time as determined by Go Bus.
- School bus travel is provided, with the buses run by Go Bus; the school's rules and code of conduct apply while travelling on the bus.
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/1850
- All enrolments: Please complete [Online Enrolment Form](https://enrolments.linc-ed.com/apply/NZ/1850)
- https://enrolments.linc-ed.com/apply/NZ/1850
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 216
- Māori
- 64
- Pacific
- 9
- Asian
- 36
- 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 | 5 | 1 | 2 | 1 | 0 | 22 | 0 | 24 |
| Year 02 | 13 | 2 | 7 | 1 | 0 | 25 | 0 | 34 |
| Year 03 | 7 | 0 | 3 | 0 | 0 | 23 | 0 | 28 |
| Year 04 | 9 | 2 | 2 | 0 | 0 | 28 | 0 | 34 |
| Year 05 | 9 | 2 | 5 | 3 | 1 | 33 | 0 | 43 |
| Year 06 | 7 | 3 | 2 | 3 | 1 | 31 | 0 | 39 |
| Year 07 | 7 | 3 | 5 | 2 | 0 | 42 | 0 | 49 |
| Year 08 | 11 | 2 | 4 | 0 | 0 | 34 | 0 | 42 |
| Total | 68 | 15 | 30 | 10 | 2 | 238 | 0 | 293 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 0 | 2 | 1 | 0 | 21 | 0 | 22 |
| Age 06 | 13 | 2 | 6 | 1 | 0 | 26 | 0 | 34 |
| Age 07 | 7 | 1 | 4 | 0 | 0 | 22 | 0 | 29 |
| Age 08 | 8 | 2 | 1 | 0 | 0 | 27 | 0 | 32 |
| Age 09 | 10 | 2 | 5 | 3 | 1 | 33 | 0 | 43 |
| Age 10 | 8 | 4 | 3 | 3 | 1 | 32 | 0 | 42 |
| Age 11 | 6 | 2 | 4 | 2 | 0 | 37 | 0 | 42 |
| Age 12 | 10 | 2 | 4 | 0 | 0 | 34 | 0 | 42 |
| Age 13 | 1 | 0 | 1 | 0 | 0 | 6 | 0 | 7 |
| Total | 68 | 15 | 30 | 10 | 2 | 238 | 0 | 293 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Ngatea 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
6.5%
| Ngatea School | 6.5% |
|---|---|
| Waikato Region | 6.6% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 12.3% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 7.9% |
| Total | 6.5% |
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%
| Ngatea 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)
- 452
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 24 March 1912
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
- 9 April 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (2 September 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 2 September 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 9 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 from Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 9 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
Ngatea Primary School is a semi-rural school, in Hauraki Plains. The school provides education for learners from Years 1 to 8. The roll of 267, most learners are Pākehā |New Zealand European, 13% are Māori with smaller numbers of other ethnic backgrounds.
The school’s vision is ‘ Authors of our own learning in a collaborative and supportive community which empowers play, passion and purpose’, guides all aspects of the curriculum.
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 September 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
Priorities from the previous review were to strengthen responsive wellbeing practices to support student engagement in learning. The school expected to see the implementation of a wellbeing framework, guiding consistent and effective schoolwide practices.
Findings
The school made good progress. The embedding of a wide range of wellbeing strategies and programmes promotes the social and emotional needs of all learners. They are well supported to engage in meaningful learning within a calm and settled school environment.
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? Success and progress for all learners is increasing.
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? 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 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 becoming more 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 A large majority of learners meet or exceed the expected curriculum level. Results are 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 learners 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 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.
Assessment information is used well 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 and/or pānui, tuhituhi and pāngarau 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
Leaders strengthen and sustain high levels of relational trust and effective collaboration at every level of the school community to drive the strategic vision and goals for improvement.
A structured approach to the teaching of literacy is well embedded across the school and supporting student progress and learning. New approaches in structured mathematics are being fully implemented to support consistent planning, teaching and assessment practices.
The school curriculum enables students to engage in meaningful learning opportunities in authentic contexts that promotes their engagement in learning.
Techers regularly work together and participate in ongoing professional learning that strengthens capability and enables consistency of practice across the school.
Leaders and teachers regularly inquire into outcomes for learners and set appropriate targets and new initiatives for improvement.
Key priorities
Increase rates of regular attendance.
Lift overall achievement in writing and improving equitable outcomes for boys.
Extend data analysis to further inform school evaluation processes.
Actions to bring about improvement
Within three months:
leaders and the Ngatea Primary School Board set clear targets to increase the rates of regular attendance
Every six months:
leaders and the school Board monitor progress against the attendance targets to identify further strategies to shift irregular attendance into the regular category
teachers inquire into student progress in writing to further develop targeted teaching strategies to accelerate learning, with a particular focus on boys
Annually:
leaders and the school Board review the attendance management plan and report outcomes to the school community to promote a shared partnership for improvement
leaders and teachers report on the effectiveness of schoolwide writing programmes to raise achievement and improve equitable outcomes
leaders extend the analysis of a range of data to strengthen school evaluation and further inform targeted action for continuous improvement.
Expected outcomes
Improved rates of regular attendance.
Increased equity and levels of achievement in writing.
High quality evaluation for continuous improvement.
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
9 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).