Ohau School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 154
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Muhunoa East Road, Ohau, Levin
- Territorial authority
- Horowhenua District
- Phone
- 06-3687949
- office@ohau.school.nz
- Website
- https://www.ohau.school.nz/
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
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.
- School day starts
- 8.50am
School Start: | 8.50am
- 8.50am
- School day ends
- 2:40pm
School Finishes: | 2:40pm
- 2:40pm
- Getting there
- Two bus runs: the country bus (Kuku Beach Road, SH1, Muhunoa East Road, Florida Road, Tangimoana Road) and the town bus (Waiopehu College, Horowhenua College, MakoMako Road, McKenzie Street, Hokio Beach Road, Bruce Road, Buller Road, C.D. Farm Road, Joblins Line, McLeavey Road, Arapaepae Road, Kimberley corner, Muhunoa East Road)
We have two bus runs on our service: the country bus and the town bus. Each bus run has a different circuit depending on if it is before or after school. In the morning, the country bus covers Kuku Beach Road, SH1 Muhunoa East Road, stopping at school, and then continuing on to Florida Road and Tangimoana Road before returning to school. After school, the country bus travels down Muhunoa East Road to Florida Road and Tangimoana Road, back to Arapaepae Road, turns at Kimberley Road, into McLeavey Road, onto SH1 and down to Kuku Beach Road. In the morning the town run picks up at Waiopehu College, Horowhenua College, across MakoMako Road, McKenzie Street, Hokio Beach Road, Bruce Road, Buller Road, C.D. Farm Road, Joblins Line, back to Buller Road, across to McLeavey Road, Arapaepae Road, Kimberley corner, Muhunoa East Road, and on to school.
- Two bus runs: the country bus (Kuku Beach Road, SH1, Muhunoa East Road, Florida Road, Tangimoana Road) and the town bus (Waiopehu College, Horowhenua College, MakoMako Road, McKenzie Street, Hokio Beach Road, Bruce Road, Buller Road, C.D. Farm Road, Joblins Line, McLeavey Road, Arapaepae Road, Kimberley corner, Muhunoa East Road)
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 120
- Māori
- 44
- Pacific
- 2
- Asian
- 5
- MELAA
- 3
- 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 | 5 | 0 | 0 | 0 | 0 | 24 | 0 | 25 |
| Year 02 | 6 | 0 | 0 | 0 | 0 | 19 | 0 | 22 |
| Year 03 | 9 | 0 | 1 | 0 | 0 | 9 | 0 | 18 |
| Year 04 | 5 | 1 | 0 | 0 | 1 | 10 | 0 | 17 |
| Year 05 | 6 | 1 | 0 | 0 | 0 | 20 | 0 | 27 |
| Year 06 | 10 | 0 | 3 | 0 | 2 | 6 | 0 | 19 |
| Year 07 | 2 | 0 | 0 | 0 | 0 | 6 | 0 | 8 |
| Year 08 | 1 | 0 | 2 | 0 | 0 | 8 | 0 | 11 |
| Total | 44 | 2 | 6 | 0 | 3 | 102 | 0 | 147 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 0 | 0 | 0 | 0 | 23 | 0 | 24 |
| Age 06 | 5 | 0 | 0 | 0 | 0 | 20 | 0 | 22 |
| Age 07 | 10 | 0 | 1 | 0 | 0 | 9 | 0 | 19 |
| Age 08 | 5 | 1 | 0 | 0 | 1 | 10 | 0 | 17 |
| Age 09 | 6 | 1 | 0 | 0 | 0 | 19 | 0 | 26 |
| Age 10 | 10 | 0 | 3 | 0 | 2 | 7 | 0 | 20 |
| Age 11 | 2 | 0 | 0 | 0 | 0 | 6 | 0 | 8 |
| Age 12 | 1 | 0 | 2 | 0 | 0 | 7 | 0 | 10 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 44 | 2 | 6 | 0 | 3 | 102 | 0 | 147 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
76.5%
| Ohau School | 76.5% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 25.3% |
|---|---|
| Male | 128.5% |
| Māori | 45.8% |
| Pacific | Too few to report |
| Asian | 0% |
| Other | Too few to report |
| European/Pākehā | 90.4% |
| Total | 76.5% |
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%
| Ohau School | 0% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| 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%
| Ohau School | 0% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| 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)
- 467
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 25 January 1891
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
- 5 June 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (5 June 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 5 June 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 154 — 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.
December 2019
209
Counted while ERO’s review team was at the school. Education Review Office, report of 26 May 2020
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 5 June 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
Ohau School , located south of Levin, caters for students in Years 1 to 8.
The school’s vision to reach and teach each child is underpinned by the values of respect, kindness, determination, responsibility and honesty.
Ohau School’s strategic priorities focus on improving student achievement, building school culture, and honouring Te Tiriti O Waitangi.
A new school board was established in August 2023.
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
Students are engaged and most achieve well, particularly in the areas of reading and mathematics.
Most students, including Māori learners, achieve at or above curriculum level expectations in reading and mathematics; in writing the majority of students achieve at or above expectations with disparity overall for boys.
Learners needing additional support are identified and provided with relevant and effective support to learn and progress.
A range of programmes and initiatives have been put in place to promote and support wellbeing for learning.
Conditions to support learner success
S chool leadership increasingly fosters a culture committed to quality teaching, and equity and excellence in learner outcomes.
Strengthened, evidence-informed systems and processes ensure reliable information is gathered to inform strategic direction and enable staff to respond to student achievement information.
A clear focus on wellbeing for learning, supported by programmes that promote a positive school culture, support learners to be engaged in learning.
Teachers create an orderly and collaborative learning environment in which learners are supported to engage, experiment, and apply new learning.
Learners benefit from an appropriately selected range of effective teaching practices.
Positive and respectful teacher-learner relationships are evident in the classroom.
A range of professional learning is in place to promote growth and development of teachers, aligning with the school’s identified priorities and strategic direction that includes the curriculum reflecting local contexts.
A useful range of assessment practices have been strengthened and aligned to inform teaching practice.
Key conditions that underpin successful schooling are being embedded and strengthened.
Regular wellbeing information is being gathered to monitor, promote and respond to learners’ wellbeing and engagement in learning.
Parents and whānau have increasing opportunities to be involved in their child’s learning.
Leaders are seeking to collaborate with key stakeholders, including whānau Māori , to build partnerships to inform the strengthening of the local curriculum and improve outcomes for students.
The new board is in the early stages of understanding their roles and responsibilities.
Part B: Where to next?
The agreed next steps for the school are to:
strengthen the board’s understanding of their governance roles and responsibilities
continue to monitor and respond to student voice regarding wellbeing for learning
in partnership with the school community, refresh and strengthen the school’s local curriculum.
The agreed actions for the next improvement cycle and timeframes are as follows:
Within three months:
all board members to undertake New Zealand School Trustees Association (NZSTA) training to support understanding of their roles and responsibilities
meet with whānau Māori regarding strengthening of the school’s local curriculum and partnerships for learning.
Every six months:
continue to analyse achievement information to inform next steps for learners and groups of learners and to respond to any disparity identified.
Annually:
repeat and analyse the NZCER wellbeing survey to monitor progress and inform next steps in wellbeing for learning
review the impact of teaching and learning programmes on achievement outcomes to know what has been successful and what needs further improvement
ensure robust strategic planning and annual goals, aligned with the school’s priorities, continue to promote positive outcomes in all areas for all learners.
Actions taken against these next steps are expected to result in:
strong governance by the board that is able to fulfil its legislative requirements and governance obligations
the continued development and growth of a positive school culture for all
strengthening of the local curriculum to reflect current practices and support equitable and excellent outcomes for all students.
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
5 June 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 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).