Oropi School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 298
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Oropi Road, Oropi, Tauranga
- Territorial authority
- Western Bay of Plenty District
- Phone
- 07-5431479
- office@oropi.school.nz
- Website
- http://www.oropi.school.nz
- Directions
- Get directions
Other schools nearby: schools in Bay of Plenty
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.
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
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.
- International students
- Accepted, as stated
We are thrilled to extend our warmest greetings to prospective international students and their families. At Ōropi, we embrace cultural richness and offer a supportive learning environment that fosters academic achievement and personal growth. Whether you're considering short-term study opportunities or a long-term educational journey with us, we invite you to explore our programmes, facilities, and vibrant community.
- Accepted, as stated
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
- Volleyball year 3-8
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 272
- Māori
- 63
- Pacific
- 12
- Asian
- 12
- MELAA
- 8
- 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 | 4 | 0 | 2 | 1 | 35 | 0 | 39 |
| Year 02 | 9 | 3 | 2 | 0 | 0 | 41 | 1 | 45 |
| Year 03 | 11 | 2 | 1 | 2 | 0 | 43 | 0 | 48 |
| Year 04 | 12 | 1 | 4 | 2 | 0 | 44 | 1 | 50 |
| Year 05 | 11 | 2 | 1 | 1 | 1 | 34 | 0 | 42 |
| Year 06 | 5 | 2 | 1 | 0 | 0 | 31 | 2 | 35 |
| Year 07 | 9 | 3 | 3 | 0 | 0 | 25 | 1 | 34 |
| Year 08 | 7 | 0 | 0 | 0 | 0 | 16 | 0 | 23 |
| Total | 77 | 17 | 12 | 7 | 2 | 269 | 5 | 316 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 12 | 4 | 0 | 2 | 0 | 33 | 0 | 36 |
| Age 06 | 9 | 3 | 2 | 0 | 1 | 40 | 0 | 43 |
| Age 07 | 12 | 2 | 1 | 2 | 0 | 45 | 1 | 51 |
| Age 08 | 12 | 1 | 3 | 2 | 0 | 41 | 0 | 47 |
| Age 09 | 10 | 2 | 2 | 1 | 1 | 38 | 1 | 46 |
| Age 10 | 6 | 2 | 1 | 0 | 0 | 31 | 2 | 36 |
| Age 11 | 8 | 3 | 3 | 0 | 0 | 22 | 0 | 30 |
| Age 12 | 6 | 0 | 0 | 0 | 0 | 16 | 1 | 22 |
| Age 13 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 5 |
| Total | 77 | 17 | 12 | 7 | 2 | 269 | 5 | 316 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
48.9%
| Oropi School | 48.9% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 95.9% |
| Māori | 165.4% |
| Pacific | 178.4% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 13.2% |
| Total | 48.9% |
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
8.1%
| Oropi School | 8.1% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 16.2% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 9.9% |
| Total | 8.1% |
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
8.2%
| Oropi School | 8.2% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 16.4% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 10% |
| Total | 8.2% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 434
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 16 November 1858
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
- 16 May 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 16 May 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
What ERO wrote in its latest report
This is ERO’s report of 16 May 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.
About the School
Oropi School provides education for students in Years 1 to 8. The roll of 318 includes 22 percent of students who identify as Māori . The school’s mission statement is Inspiring our students to believe in themselves and realise their potential within our rural community, so they can move forward as confident, contributing members of society .
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
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 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? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.
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 reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Attendance
The school is behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
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
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.
Part B: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Students have a strong sense of wellbeing and pride in their school that supports positive relationships and engagement in learning.
The board and leadership have appropriate actions in place to work towards meeting the Government’s target for regular attendance.
Learners experience an integrated curriculum with meaningful learning opportunities that respond to their interests, strengths and needs.
Leaders and teachers are implementing structured literacy and introducing structured mathematics schoolwide.
Leadership promotes relevant staff professional learning and development that enhances curriculum knowledge and teaching practices.
The board and leaders use evidence well from different sources, including community consultation and student achievement information, to evaluate and inform the school’s strategic direction, with a focus on continuous improvement.
Key priorities and actions for improvement
The agreed next steps for the school are to:
refine teaching, learning and assessment practices to align with the new curriculum expectations for structured literacy and mathematics, enhancing student achievement
strengthen schoolwide integration of te reo Māori, tikanga Māori and mātauranga Māori so that staff and students develop confidence in their understanding and use
monitor initiatives to improve and sustain higher levels of regular student attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
review the impact of ongoing staff professional learning in structured literacy and mathematics to identify next steps
review the integration of te reo Māori, tikanga Māori and mātauranga Māori across the school to support ongoing planning
closely monitor rates of student attendance to know the impact of systems and processes, informing further school actions
Annually:
review and report to the board on student attendance, progress and achievement information to inform ongoing strategic decision making and planning
evaluate progress with integrating te reo Māori, tikanga Māori and mātauranga Māori in teaching and learning.
Actions taken against these next steps are expected to result in:
consistent high quality teaching, learning and assessment practices in reading, writing and mathematics that enhance the progress and achievement of all students
learners and staff confident in their knowledge, understanding and use of te reo Māori, tikanga Māori and mātauranga Māori
increased regular student attendance.
Background
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self review of its implementation of the Code.
At the time of this review there were five international students attending the school.
International students experience a wide range of learning opportunities and are encouraged to engage in sporting and cultural activities. Effective pastoral care systems and processes support students’ wellbeing. The school regularly reviews and reports to the board on the provision for international students, identifying and responding to areas for improvement.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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 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
Sharon Kelly Director of Schools (Acting)
16 May 2025
Education Counts
This 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 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).