Omahu School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 54
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 22 Taihape Road, Hastings
- Territorial authority
- Hastings District
- Phone
- 06-8797974
- admin@omahu.school.nz
- Website
- not reported
- Directions
- Get directions
Other schools nearby: schools in Hastings · 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
- 5
- Māori
- 53
- Pacific
- 4
- Asian
- 0
- MELAA
- 1
- 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 | 6 | 1 | 0 | 0 | 0 | 0 | 0 | 6 |
| Year 02 | 4 | 0 | 0 | 0 | 0 | 1 | 0 | 4 |
| Year 03 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Year 04 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Year 05 | 8 | 1 | 0 | 0 | 0 | 0 | 0 | 8 |
| Year 06 | 12 | 2 | 0 | 0 | 0 | 1 | 0 | 13 |
| Year 07 | 11 | 0 | 0 | 0 | 0 | 1 | 0 | 11 |
| Year 08 | 6 | 0 | 0 | 0 | 0 | 1 | 0 | 6 |
| Total | 57 | 4 | 0 | 0 | 0 | 4 | 0 | 58 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Age 06 | 4 | 1 | 0 | 0 | 0 | 0 | 0 | 4 |
| Age 07 | 5 | 0 | 0 | 0 | 0 | 1 | 0 | 5 |
| Age 08 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Age 09 | 8 | 1 | 0 | 0 | 0 | 0 | 0 | 8 |
| Age 10 | 12 | 2 | 0 | 0 | 0 | 1 | 0 | 13 |
| Age 11 | 10 | 0 | 0 | 0 | 0 | 1 | 0 | 10 |
| Age 12 | 7 | 0 | 0 | 0 | 0 | 1 | 0 | 7 |
| Total | 57 | 4 | 0 | 0 | 0 | 4 | 0 | 58 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Omahu 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 | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | Not available (source marker: "nd") |
| 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%
| Omahu 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 | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | Not available (source marker: "nd") |
| 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%
| Omahu 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 | Not available (source marker: "nd") |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 569
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 25 January 1899
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
- 12 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 12 September 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for students in Years 1 to 8
- Years 1 to 8
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 54 — 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.
March 2019
41
Counted while ERO’s review team was at the school. Education Review Office, report of 30 April 2019
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 12 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
Omahu School provides education for students in Years 1 to 8. The school roll is currently 57 all of whom identify as Māori .
The school’s vision for learners is Ōmāhu Utaina- to live for our people, serve our hapū , and contribute to generations to come. Tamariki are prepared with mātauranga, tikanga, and a strong sense of identity, so they are ready to carry the kaupapa forward with pride, leadership, and purpose . This vision is underpinned by the core values Ngā Pou: Kaitiakitanga, Manaakitanga, Rangatiratanga , and Whanaungatanga .
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.
Most learners enter Omahu School significantly behind the expected curriculum level. The school’s efforts are well focused on accelerated progress.
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 good 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 foundational 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 successfully 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 6
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 equitable for all groups of learners.
Writing Less than half of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics A small majority of learners meet or exceed the expected curriculum level. Results are 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 is developing a suitable plan 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 and is likely to meet them by 2030.
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
Students learn in an inclusive environment. Learners express a strong sense of belonging and enjoy the supportive relationships they have with staff and other learners across the school.
Students have increased opportunities to learn and experience a curriculum that supports their cultural identity.
Learners benefit from structured teaching practices in literacy and the implementation of a structured mathematics programme is underway.
Leadership is highly collaborative and seeks the views of parents and staff for continuous improvement of learning. Leadership increasingly builds a culture committed to high-quality teaching to ensure the best possible learner outcomes.
High levels of relational trust and communication between leadership and staff contributes to respectful classroom interactions that support learning.
Key priorities
Improve regular attendance.
Review and strengthen the school's curriculum to ensure consistent expectations for teaching and learning.
Strengthen teachers use of data to strategically enhance student achievement.
Enhance teacher professional development in using achievement and assessment data to align with strategic goals and improve the quality of teaching school wide.
Actions to bring about improvement
Within three months:
the School Board and teachers develop a clearly planned attendance strategy to increase rates of attendance with specific actions that are regularly monitored
leaders and teachers work with the school community to understand the correlation between regular attendance and academic progress and achievement
Within six months:
leaders and teachers analyse attendance, progress and achievement information to inform next steps and respond to any differences amongst groups of learners
leaders and teachers report on the progress made in implementing changes in the school curriculum and use this information to inform next steps to support learner outcomes
Annually:
the School Board, leaders, teachers and gather relevant attendance and engagement information, including from the school community, to evaluate the impact of actions in addressing regular school attendance
the School Board, leaders, teachers and evaluate the changes made to the school curriculum and the use of data to enhance achievement in literacy and mathematics.
Expected outcomes
All students attend school regularly.
A consistent schoolwide understanding and implementation of the curriculum to inform planning and strategic decision making and support learner outcomes.
Strengthened capability in teaching and learning practices and assessment aligned to learner outcomes.
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 four 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
12 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).