Ngatimoti School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 69
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 4 Greenhill Road, Motueka
- Territorial authority
- Tasman District
- Phone
- 03-5268842
- office@ngatimoti.school.nz
- Directions
- Get directions
Other schools nearby: schools in Tasman
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 62
- Māori
- 10
- Pacific
- 0
- Asian
- 1
- 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 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Year 02 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Year 03 | 1 | 0 | 0 | 0 | 0 | 6 | 0 | 7 |
| Year 04 | 3 | 0 | 0 | 0 | 0 | 8 | 0 | 9 |
| Year 05 | 3 | 0 | 0 | 0 | 0 | 9 | 0 | 12 |
| Year 06 | 3 | 0 | 0 | 0 | 0 | 11 | 0 | 13 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 12 | 0 | 12 |
| Year 08 | 0 | 1 | 0 | 0 | 0 | 8 | 0 | 9 |
| Total | 11 | 1 | 0 | 0 | 0 | 60 | 0 | 69 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Age 06 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Age 07 | 1 | 0 | 0 | 0 | 0 | 6 | 0 | 7 |
| Age 08 | 3 | 0 | 0 | 0 | 0 | 8 | 0 | 9 |
| Age 09 | 3 | 0 | 0 | 0 | 0 | 9 | 0 | 12 |
| Age 10 | 3 | 0 | 0 | 0 | 0 | 11 | 0 | 13 |
| Age 11 | 0 | 0 | 0 | 0 | 0 | 9 | 0 | 9 |
| Age 12 | 0 | 1 | 0 | 0 | 0 | 9 | 0 | 10 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 11 | 1 | 0 | 0 | 0 | 60 | 0 | 69 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
16.4%
| Ngatimoti School | 16.4% |
|---|---|
| Tasman Region | 33% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 26.3% |
| Māori | 0% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 17.9% |
| Total | 16.4% |
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%
| Ngatimoti School | 0% |
|---|---|
| Tasman Region | 3.2% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| 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%
| Ngatimoti School | 0% |
|---|---|
| Tasman Region | 2.1% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| 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)
- 437
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1873
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
- 29 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (29 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 29 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 69 — 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.
September 2017
96
Counted while ERO’s review team was at the school. Education Review Office, report of 12 January 2018
November 2012
113
Counted while ERO’s review team was at the school. Education Review Office, report of 8 February 2013
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 29 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
Ngatimoti School is located near Motueka and provides education for learners in Years 1 to 8. The school is a part of the Motueka Kāhui Ako . The school’s vision Navigating together, with purpose and pride is underpinned by its RIVER ( Respect, Innovation, positivity, Excellence, Responsibility ) values.
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
Outcomes for learners are equitable and excellent.
Most students achieve at or above curriculum level expectations in reading, writing and mathematics.
Māori learners achieve higher than non- Māori learners.
Most students report a sense of connection and belonging to the school.
Regular attendance varies greatly term to term and the school is yet to meet the Ministry of Education 2024 target for regular attendance.
Conditions to support learner success
L eaders build and sustain high levels of relational trust, effective collaboration and continuous improvement.
Leaders ensure effective planning, coordination and evaluation of the school’s curriculum and teaching expectations are clear, shared and systematically monitored.
Leaders and teachers recognise, affirm, value and cater for the diverse identities, languages and cultures of learners in pastoral care systems and learning.
Leaders strategically focus on a small number of targeted and coherent improvement targets, including acceleration of progress for learners identified as at risk of underachieving.
Teachers effectively use evidence-based teaching practices and knowledge of learners’ strengths, needs and interests to support achievement outcomes.
Leaders and teachers provide purposeful, meaningful learning opportunities linked to the local environment that build on learners’ experiences, knowledge and understanding.
Leaders and teachers regularly and systematically gather, analyse, monitor and act on, wellbeing data to develop learners’ confidence and learning capabilities.
Leaders and teachers create an inclusive collaborative environment that supports high expectations for learners’ wellbeing, engagement and achievement.
Key conditions that support learner success are well embedded in the school.
Strong partnerships and connection with the local community enhance learners’ wellbeing and provide relevant learning opportunities.
Parents and whānau are respected and valued partners in their child’s learning through well-developed relationships with teachers, leaders and the board.
Te reo Māori, te ao Māori, tikanga Māori and mātauranga Māori are increasingly woven through all aspects of the school’s curriculum.
The board regularly reviews learner data to identify strategic priorities and inform decisions for future improvements.
Part B: Where to next?
The agreed next steps for the school are to:
maintain the school’s community-focused and nurturing environment, building on creative opportunities that connect with the local environment and histories to further develop learner success
embed a structured literacy framework and teaching practices to provide a clear progression for literacy learning across the school
update the schools’ literacy and mathematics teaching expectations, assessment and programme of work to reflect national curriculum changes and recent professional learning
action strategies to improve attendance to meet the Ministry of Education attendance targets for regular attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
review initiatives and develop a plan to improve attendance as a priority in strategic and annual planning
Every six months:
continue to monitor, analyse and report on progress, achievement and wellbeing data and respond to any emerging trends
monitor the impact of strategies to improve attendance
Annually:
evaluate the impact of strategies to improve attendance and achievement
collectively analyse, evaluate and report on schoolwide achievement and attendance data, to strategically plan actions that will improve progress and achievement outcomes for all learners.
Actions taken against these next steps are expected to result in:
highly effective literacy teaching and assessment practices and coherent pathway for learners’ literacy progress and achievement
sustained improvement in attendance, wellbeing and achievement for all learners.
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
29 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 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).