Nuhaka School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 97
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 14 Ihaka Street, Nuhaka
- Territorial authority
- Wairoa District
- Phone
- 06-8378730
- principal@nuhaka.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hawke’s Bay
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 36
- Māori
- 77
- Pacific
- 3
- Asian
- 0
- 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 | 13 | 2 | 0 | 0 | 0 | 5 | 0 | 15 |
| Year 02 | 11 | 1 | 0 | 0 | 0 | 9 | 0 | 16 |
| Year 03 | 13 | 0 | 0 | 0 | 0 | 8 | 0 | 15 |
| Year 04 | 10 | 1 | 0 | 0 | 0 | 6 | 0 | 14 |
| Year 05 | 15 | 2 | 0 | 0 | 0 | 6 | 0 | 18 |
| Year 06 | 4 | 0 | 0 | 0 | 0 | 1 | 0 | 5 |
| Year 07 | 11 | 1 | 0 | 0 | 0 | 4 | 0 | 14 |
| Year 08 | 11 | 1 | 0 | 0 | 0 | 0 | 0 | 11 |
| Total | 88 | 8 | 0 | 0 | 0 | 39 | 0 | 108 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 12 | 1 | 0 | 0 | 0 | 4 | 0 | 13 |
| Age 06 | 12 | 2 | 0 | 0 | 0 | 10 | 0 | 18 |
| Age 07 | 9 | 0 | 0 | 0 | 0 | 4 | 0 | 10 |
| Age 08 | 13 | 1 | 0 | 0 | 0 | 10 | 0 | 18 |
| Age 09 | 16 | 1 | 0 | 0 | 0 | 5 | 0 | 18 |
| Age 10 | 4 | 1 | 0 | 0 | 0 | 2 | 0 | 6 |
| Age 11 | 9 | 0 | 0 | 0 | 0 | 3 | 0 | 12 |
| Age 12 | 11 | 2 | 0 | 0 | 0 | 1 | 0 | 11 |
| Age 13 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Total | 88 | 8 | 0 | 0 | 0 | 39 | 0 | 108 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
22.1%
| Nuhaka School | 22.1% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 39.5% |
| Māori | 25.1% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 22.1% |
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
34.9%
| Nuhaka School | 34.9% |
|---|---|
| Hawke's Bay Region | 6.2% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 62.2% |
| Māori | 38.8% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 34.9% |
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%
| Nuhaka School | 0% |
|---|---|
| Hawke's Bay Region | 3% |
| 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)
- 508
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Rural settlement
- Date opened
- 30 November 1898
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
- 2
- Last reviewed
- 15 September 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 15 September 2025 — 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
- Bilingual or immersion provision
- Rumaki class (total immersion Māori language instruction)
The school has a rumaki class that provides total immersion Māori language instruction
- Rumaki class (total immersion Māori language instruction)
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 97 — 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.
August 2017
102
Counted while ERO’s review team was at the school. Education Review Office, report of 7 November 2017
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 15 September 2025 — “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
Nuhaka School is located in the Wairoa District and provides education for learners in Years 1 to 8. The school has a rumaki class that provides total immersion Māori language instruction. The current school roll is 108. The largest proportion of all learners are those who identify as Māori (87%), 11% are New Zealand European/ Pākehā and 2% are of Pacific heritage.
The school values of Hauora, Aroha, Kotahitanga and Akonga underpin the school curriculum. As the result of Cyclone Gabrielle in February 2023, the school relocated to temporary premises for the past 2 years and 4 months. They moved back into new premises on the school grounds in 2025.
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
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 high 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 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 reasonably 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 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 Years 0 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 65% 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 large 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 not yet 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.
Less than half of learners attend school regularly.
The school is significantly behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is not yet 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 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 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
Learners’ wellbeing ( hauora ) and engagement are promoted through school policies and procedures designed to eliminate barriers to learning and enhance educational outcomes. This was particularly evident during the cyclone recovery period.
Students’ language, culture and identity are valued, visible and woven through the school’s curriculum.
The school effectively works in partnerships with external support agencies and the local community to enhance the wellbeing and engagement of students and their whānau .
Staff professional learning is targeted, planned and strategically implemented for ongoing improvements to teaching practice and learner outcomes.
The school use a structured approach to teaching literacy and mathematics to support learner progress and achievement.
A collaborative staff and leadership team prioritise and plan for school improvement, with a consistent focus on equity of outcomes for priority learners.
Key priorities
Embed effective teaching practices in structured mathematics and literacy.
Improve achievement for all learners in reading, writing and mathematics.
Enhance the use of assessment practices and data analysis to inform next steps in learning and strategic priorities.
Strengthen evaluation processes for ongoing improvement to teaching, learning and equity of outcomes.
Improve students’ regular attendance.
Actions to bring about improvement
Within six months:
leaders and the School Board evaluate and refine strategies and initiatives that improve attendance, adjust plans as needed and share with the community
leaders review and refine assessment practices to better inform next steps in learning and strategic priorities
teachers and leaders review systems used for internal evaluation, and identify area for improvement, including an evaluative approach to inquire into teaching practice
Every six months:
leaders report to the School Board on student progress and achievement in reading, writing and mathematics, including groups of students, to show the impact of planned actions and intended response to emerging trends
teachers and leaders use evidence to review how well school initiatives are helping improve student attendance and outcomes
the School Board and leaders review attendance strategies and progress towards improving regular rates of attendance, and use this information to identify next steps
Annually:
leaders and staff use indicators of effective practice to evaluate the impact of initiatives on student attendance, engagement, wellbeing and achievement and plan for the following year
the School Board and leaders review student attendance, progress and achievement and use this information to further adapt strategies and inform future improvement priorities and share with the community.
Expected outcomes
Cohesive and structured approaches for teaching literacy and mathematics embedded throughout the school.
Improved outcomes for all learners in reading, writing and mathematics.
Strengthened use of assessment and achievement information.
Enhanced internal evaluative practices that effectively assess the impact of actions and inform decision making for improved equity of outcomes.
Improved rates of 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 4 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
15 September 2025
Read the full report on ero.govt.nz →
All 2 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).