Normanby School
Contributing · State
- Year levels
- 1–6
- Total roll
- 139
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 3 Hunter Street, Normanby
- Territorial authority
- South Taranaki District
- Phone
- 06-2728023
- admin@normanby.school.nz
- Directions
- Get directions
Other schools nearby: schools in Taranaki
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.
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
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.
- In their words
- For all our ākonga to become
- ‘Normanby S.T.A.Rs’
- Ngā Whetu o Matariki
- To provide an inclusive environment where positive relationships and effective teaching practices support lifelong learners.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 102
- Māori
- 78
- Pacific
- 5
- Asian
- 2
- MELAA
- 4
- 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 | 11 | 2 | 0 | 0 | 0 | 18 | 0 | 21 |
| Year 02 | 13 | 2 | 0 | 0 | 0 | 17 | 0 | 22 |
| Year 03 | 12 | 2 | 0 | 1 | 0 | 20 | 0 | 26 |
| Year 04 | 10 | 0 | 0 | 1 | 0 | 15 | 0 | 18 |
| Year 05 | 15 | 2 | 0 | 1 | 0 | 16 | 0 | 23 |
| Year 06 | 8 | 1 | 0 | 1 | 0 | 12 | 0 | 16 |
| Year 07 | 3 | 1 | 0 | 2 | 0 | 7 | 0 | 10 |
| Total | 72 | 10 | 0 | 6 | 0 | 105 | 0 | 136 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 9 | 1 | 0 | 0 | 0 | 17 | 0 | 19 |
| Age 06 | 14 | 3 | 0 | 0 | 0 | 16 | 0 | 22 |
| Age 07 | 12 | 1 | 0 | 1 | 0 | 21 | 0 | 26 |
| Age 08 | 11 | 1 | 0 | 1 | 0 | 15 | 0 | 19 |
| Age 09 | 13 | 1 | 0 | 1 | 0 | 15 | 0 | 21 |
| Age 10 | 10 | 2 | 0 | 1 | 0 | 14 | 0 | 19 |
| Age 11 | 3 | 1 | 0 | 2 | 0 | 7 | 0 | 10 |
| Total | 72 | 10 | 0 | 6 | 0 | 105 | 0 | 136 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Normanby School | 0% |
|---|---|
| Taranaki Region | 41.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| 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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Normanby School | 0% |
|---|---|
| Taranaki Region | 4.1% |
| Contributing | 3.5% |
| 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 | 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%
| Normanby School | 0% |
|---|---|
| Taranaki Region | 1.6% |
| Contributing | 1.5% |
| 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 | 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)
- 503
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1876
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
- 7 May 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (7 May 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 same report — the board assurance report of 7 May 2024 — 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:
ensure that police vets are obtained before commencing work at the school. [s 104 Education and Training Act 2020] .
The board has since taken steps to address the areas 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 139 — 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.
November 2018
173
Counted while ERO’s review team was at the school. Education Review Office, report of 20 February 2019
November 2015
167
Counted while ERO’s review team was at the school. Education Review Office, report of 4 February 2016
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 7 May 2024 — “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 9 months of the Education Review Office and Normanby 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
Normanby School is a coeducational primary school in South Taranaki . It sits in the mana whenua of Ngati Ruanui . A new principal has been recently permanently appointed. The school is part of the South Taranaki Kāhui Ako .
Normanby School ’s strategic priorities for improving outcomes for learners are:
Our Students have access to a range of learning opportunities which develop key understandings, knowledge and skills needed to become lifelong learners.
Our Staff develop professional capability, always aiming for equity, effectiveness and excellence.
Our Community is engaged and actively involved in the life of our school as we continue to build positive and meaningful community partnerships.
You can find a copy of the school’s strategic and annual plan on Normanby School’s website.
ERO and the school are working together to evaluate how effectively community are engaged and actively involved to further support a range of learning outcomes.
The rationale for selecting this evaluation is because:
recent community consultation highlighted this a next step for the school and it is now a strategic priority
meaningful partnerships for learning will help tamariki to become confident, connected, actively involved, life-long learners
improved understanding, knowledge and authentic use of te reo Māori , me ona tikanga and matauranga Māori encourages all tamariki to deepen their sense of connection, identity and confidence as learners.
The school expects to see:
the school connecting with and working in partnership with whānau , hapū, iwi , parents and community, to further strengthen learning focussed relationships
increased understanding, knowledge and authentic use of te reo Māori me ōna tikanga and matauranga Māori evident in teaching and learning
equity and excellence sustained in learning and wellbeing for all tamariki .
Strengths
The school can draw from the following strengths in its goal to evaluate how effectively community are engaged and actively involved to further support a range of learning outcomes:
the school uses research-based learning programmes to support tamariki to achieve excellent and equitable outcomes in reading, writing and mathematics
there is a well-established schoolwide culture that encourages high expectations and engagement in learning
consistent and coherent approaches to learning across the school, are supported by a range of useful systems and processes.
Where to next?
Moving forward, the school will prioritise:
further exploring and implementing meaningful educational connections with whānau , hapū , iwi , parents and community
continuing to support staff to deepen their understanding and use of te reo Māori me ōna tikanga and matauranga Māori in teaching and learning
working with whānau and parents to further develop authentic learning partnerships that support and celebrate tamariki success
sustaining the conditions that support equitable and excellent outcomes for all tamariki .
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.
Shelley Booysen Director of Schools
7 May 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).