Ohuka School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 11
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 12 Okare Road, Wairoa
- Territorial authority
- Wairoa District
- Phone
- 06-8386711
- office@ohuka.school.nz
- Website
- not reported
- 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
- 11
- Māori
- 9
- Pacific
- 0
- 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 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 02 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 03 | 2 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Year 04 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Year 05 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 06 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 08 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 8 | 0 | 0 | 0 | 0 | 9 | 0 | 11 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 06 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 07 | 2 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Age 08 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 09 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 10 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 8 | 0 | 0 | 0 | 0 | 9 | 0 | 11 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Ohuka School | 0% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Ohuka School | 0% |
|---|---|
| Hawke's Bay 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 | Not available (source marker: "nd") |
| 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%
| Ohuka 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 | Not available (source marker: "nd") |
| 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)
- 523
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 11 February 1929
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
- 10 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (10 December 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 10 December 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 11 — 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.
July 2018
7
Counted while ERO’s review team was at the school. Education Review Office, report of 31 August 2018
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 10 December 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
Ohuka School is a Years 0 to 8 country primary school north-west of Wairoa. A new principal was appointed at the start of term 3, 2024. The schools’ vision is to prepare students for a lifetime of learning in a physically and emotionally safe environment.
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
Most learners are achieving at expected curriculum levels.
Achievement information for 2023 shows that most learners achieve at the appropriate curriculum level for reading and writing; a small majority progress and achieve well in mathematics.
Outcomes for learners show no significant inequities between groups of learners; moderation of students’ achievement in reading, writing and mathematics is a priority to accurately report achievement.
The school is significantly behind the Ministry of Education target for regular attendance.
Conditions to support learner success
Leadership is taking positive steps to foster a culture committed to high quality teaching.
Leadership is beginning to plan and co-ordinate the school’s local curriculum to ensure it meets learner needs.
Leadership is beginning to use achievement and evidence to plan and monitor improvement strategies; a next step is to evaluate the impact of these strategies on learner progress and achievement.
Learners with diverse needs are a next priority for the school through more deliberate planned support and nurturing with bespoke learning programmes.
The school is taking steps to develop a responsive cohesive curriculum and set clear expectations for teaching and learning.
Students are purposefully engaged and respond well to explicit teaching and structured programmes in literacy and mathematics.
Students have a curriculum that increasingly reflects local contexts and provides a range of activities, so they see themselves in their learning; reviewing the local curriculum to reflect the views of the school’s current community is a next step.
Assessment information is used to report the progress and achievement of each learner; strengthening assessment practices and more closely monitoring progress over time is a next step to support learner outcomes.
The school is working towards establishing coherent conditions that underpin school improvement.
The principal and board seek and use input from the school community in setting strategic priorities that guide ongoing school improvement and learner success.
Assessment information, that includes addressing learning needs, provided by the principal to the board assists resourcing decisions to align to priorities for learner success.
Students benefit from positive teaching and learning relationships that support a strong sense of belonging within the school.
Part B: Where to next?
The agreed next steps for the school are to:
monitor and analyse patterns of attendance, and work with the community to understand the impact of absences on progress and achievement
the principal and staff strengthen assessment processes, including moderation and their data analysis for more in-depth understanding of the progress and achievement of all students
review the school’s local curriculum, schoolwide systems, processes and practices, to ensure these reflect the current direction of the school.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
undertake a review of school systems, processes, and practices to inform strategic planning
more clearly identify target students to closely monitor their progress and achievement and inform reporting
Every six months:
review and evaluate progress against targets and actions in the school’s annual plan, including attendance targets, to inform next steps to improve learner achievement, success and engagement
monitor the progress of identified learners and the impact of key initiatives on learner outcomes; meet with parents to share impact of actions taken to inform learning partnerships
Annually:
evaluate the impact of strategies used to improve attendance and engagement to understand the impact of absences on progress and achievement
analyse achievement data to evaluate the impact of learning programmes on accelerating progress for identified priority learners and report the outcomes to the board
evaluate the outcome of actions taken to progress the school’s strategic direction; identify what has been successful and what needs further development for continued improvement.
Actions taken against these next steps are expected to result in:
high levels of student’s achievement in literacy and numeracy sustained over time
improved attendance
aligned systems, processes and practices that support improvement priorities moving forward.
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
10 December 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).