Ohaupo School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 212
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 4010 Great South Road, Ohaupo
- Territorial authority
- Waipa District
- Phone
- 07-8236736
- office@ohaupo.school.nz
- Website
- http://www.ohaupo.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
School uniforms are required to be worn.
- Required
- Where to buy the uniform
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Swimming
There is always keen competition for the Year 3-8s between the local schools at Lower Waipa Swimming, Athletics, and Winter Sports (soccer/rugby/netball).
- Athletics
There is always keen competition for the Year 3-8s between the local schools at Lower Waipa Swimming, Athletics, and Winter Sports (soccer/rugby/netball).
- Winter Sports (soccer/rugby/netball)
There is always keen competition for the Year 3-8s between the local schools at Lower Waipa Swimming, Athletics, and Winter Sports (soccer/rugby/netball).
- cross country
Our top Year 7 and 8 athletes go on to compete at the Waikato Full Primary Association events, swimming, cross country and athletics.
- Basketball
- Netball
- Soccer
- Touch Rugby
OSSC is responsible for five different sport codes (Athletics, Netball, Soccer, Basketball and Touch Rugby).
- Swimming
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 182
- Māori
- 26
- Pacific
- 2
- Asian
- 15
- MELAA
- 7
- 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 | 4 | 1 | 3 | 0 | 0 | 33 | 0 | 34 |
| Year 02 | 5 | 0 | 1 | 0 | 0 | 23 | 0 | 25 |
| Year 03 | 6 | 1 | 4 | 0 | 0 | 26 | 0 | 30 |
| Year 04 | 2 | 0 | 2 | 0 | 0 | 24 | 0 | 26 |
| Year 05 | 1 | 0 | 2 | 2 | 0 | 22 | 0 | 25 |
| Year 06 | 5 | 1 | 0 | 0 | 0 | 22 | 0 | 24 |
| Year 07 | 3 | 0 | 0 | 1 | 0 | 21 | 0 | 23 |
| Year 08 | 5 | 1 | 1 | 2 | 0 | 20 | 0 | 26 |
| Total | 31 | 4 | 13 | 5 | 0 | 191 | 0 | 213 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 1 | 3 | 0 | 0 | 31 | 0 | 32 |
| Age 06 | 4 | 0 | 0 | 0 | 0 | 21 | 0 | 22 |
| Age 07 | 7 | 1 | 3 | 0 | 0 | 29 | 0 | 32 |
| Age 08 | 3 | 0 | 3 | 0 | 0 | 24 | 0 | 27 |
| Age 09 | 0 | 0 | 3 | 2 | 0 | 22 | 0 | 26 |
| Age 10 | 6 | 1 | 0 | 0 | 0 | 22 | 0 | 24 |
| Age 11 | 3 | 0 | 0 | 1 | 0 | 21 | 0 | 23 |
| Age 12 | 4 | 1 | 1 | 2 | 0 | 16 | 0 | 21 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 6 |
| Total | 31 | 4 | 13 | 5 | 0 | 191 | 0 | 213 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
21.6%
| Ohaupo School | 21.6% |
|---|---|
| Waikato Region | 53.9% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 39.2% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 25% |
| Total | 21.6% |
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%
| Ohaupo School | 0% |
|---|---|
| Waikato Region | 6.6% |
| 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%
| Ohaupo 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)
- 421
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 14 August 1869
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
- 6 September 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (6 September 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 6 September 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 212 — 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 2019
226
Counted while ERO’s review team was at the school. Education Review Office, report of 18 June 2020
May 2016
185
Counted while ERO’s review team was at the school. Education Review Office, report of 21 October 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 6 September 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
Ohaupo School is a co-educational, rural full primary school on the outskirts of Hamilton. The school provides education for students from Year 1 to 8. The principal and a deputy principal joined the school in 2024. The school’s vision is stated as: ‘Growing together, learning together | Tipu ngātahi, ako ngātahi’.
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
Achievement and wellbeing outcomes for most students are positive; disparity remains for some groups of learners.
Most students achieve at or above expected curriculum levels in reading, writing, and mathematics.
Māori achievement has improved significantly over time; Māori students achieve at comparable rates to their Pākehā peers.
Disparity for boys remains in writing.
Student wellbeing is effectively supported, and the school is close to meeting current Ministry of Education targets for regular student attendance.
Conditions to support learner success
Leadership effectively sets and monitors appropriate school improvement goals to enhance outcomes for students.
Leaders carefully consider a range of evidence to identify improvement areas in relation to student learning and wellbeing.
Leadership effectively aligns professional learning and teacher capability building to support strategic priorities.
Leaders work collaboratively across the school to create a culture of continuous improvement.
Teachers are increasingly supporting positive outcomes for all learners.
Teachers create positive, caring classroom environments where students are respected and included.
Students participate in a curriculum that is increasingly responsiveness to New Zealand’s bi-cultural heritage, and reflects the language, culture and aspirations of the community.
Teachers use a range of strategies that provide opportunities for students to actively participate in and practise new learning; a next step is to develop consistent assessment for learning practices to increase students’ knowledge of their learning goals and how to make progress towards them.
A culture of collaboration and consultation is strengthening school improvement processes across the school.
Collaborative teacher inquiry is strengthening the consistency and effectiveness of teaching practices and curriculum delivery across the school.
Leaders and teachers demonstrate a high level of data literacy and use a range of quantitative and qualitative evidence to monitor the impact of interventions and initiatives on student outcomes.
Regular community consultation feedback identifies the school’s strengths and areas for development and is used by the board to inform decision-making about school improvement.
Part B: Where to next?
The agreed next steps for the school are to:
improve outcomes for boys in writing
increase students’ understanding of their learning goals and how to make progress
continue to increase and sustain high levels of regular student attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
develop shared expectations for assessment for learning practices across the school, including the use of effective feedback to students.
Every six months:
monitor progress and achievement data for boys’ writing and adjust improvement planning as required
review the extent to which teachers are using effective formative assessment and feedback practices in their classrooms and provide targeted support where needed.
Annually:
report to the board on the annual and over time progress of boys in writing, including levels of disparity
monitor the impact of assessment for learning practices on how knowledgeable students are about their own learning
monitor rates of student attendance and report trends and patterns to the board
use internal evaluation findings to plan for further improvement in processes and practices that support increased student progress, achievement and engagement.
Actions taken against these next steps are expected to result in:
improved progress and achievement outcomes for boys in writing
students who can articulate what their next steps in learning are and what they need to do to achieve their learning goals.
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
6 September 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).