Paeroa Christian School
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 52
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 38 Coronation Street, Paeroa
- Territorial authority
- Hauraki District
- Phone
- 07-8627315
- office@paeroachristian.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 31
- Māori
- 13
- Pacific
- 6
- Asian
- 6
- MELAA
- 4
- 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 | 0 | 0 | 0 | 0 | 0 | 8 | 0 | 8 |
| Year 02 | 3 | 2 | 0 | 0 | 0 | 3 | 0 | 7 |
| Year 03 | 0 | 1 | 1 | 0 | 0 | 3 | 0 | 3 |
| Year 04 | 0 | 1 | 0 | 0 | 0 | 4 | 0 | 5 |
| Year 05 | 0 | 0 | 1 | 1 | 0 | 5 | 0 | 7 |
| Year 06 | 2 | 0 | 1 | 1 | 0 | 2 | 0 | 6 |
| Year 07 | 3 | 0 | 1 | 1 | 0 | 5 | 0 | 9 |
| Year 08 | 2 | 0 | 1 | 1 | 0 | 2 | 0 | 6 |
| Total | 10 | 4 | 5 | 4 | 0 | 32 | 0 | 51 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 0 | 0 | 0 | 8 | 0 | 8 |
| Age 06 | 3 | 1 | 0 | 0 | 0 | 2 | 0 | 5 |
| Age 07 | 0 | 2 | 1 | 0 | 0 | 4 | 0 | 5 |
| Age 08 | 0 | 1 | 0 | 0 | 0 | 3 | 0 | 4 |
| Age 09 | 0 | 0 | 1 | 1 | 0 | 5 | 0 | 7 |
| Age 10 | 1 | 0 | 1 | 1 | 0 | 3 | 0 | 6 |
| Age 11 | 3 | 0 | 1 | 1 | 0 | 4 | 0 | 8 |
| Age 12 | 3 | 0 | 1 | 1 | 0 | 3 | 0 | 8 |
| Total | 10 | 4 | 5 | 4 | 0 | 32 | 0 | 51 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
23.1%
| Paeroa Christian School | 23.1% |
|---|---|
| Waikato Region | 53.9% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 37.4% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 44.5% |
| Total | 23.1% |
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%
| Paeroa Christian School | 0% |
|---|---|
| Waikato Region | 6.6% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| 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%
| Paeroa Christian School | 0% |
|---|---|
| Waikato Region | 2.4% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| 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)
- 459
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 1 February 1987
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
- 28 August 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (28 August 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 same report — the board assurance report of 28 August 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO has identified the following area of non-compliance during the board assurance process:
every safety check of a person must comply with the requirements for safety checks for core workers. [s 31 (1) Children’s Act 2014]
The board has since taken steps to address the area of non-compliance identified.
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 52 — 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 2018
39
Counted while ERO’s review team was at the school. Education Review Office, report of 11 June 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 28 August 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
Paeroa Christian School, a small integrated state school, provides education for students in Years 1 to 8. The school’s special Christian character is supported by its vision of ‘Growing Generations God’s Way’. This vision is underpinned by the school’s values of hauora, wairua, manaakitanga, hiringa and mātauranga .
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
Outcomes for learners show continuous improvement over time.
Most learners achieve at expected curriculum levels in reading and mathematics and the majority in writing.
Leaders and teachers have identified that overall achievement in writing is an area for improvement.
In relation to the Ministry of Education’s target, the majority of learners attend school regularly.
Conditions to support learner success
Collaborative leadership is strengthening learning relationships with parents, whānau , Māori and the wider community.
Learners experience an inclusive culture, enabled through caring and respectful relationships between leaders, staff and learners.
Teachers work collaboratively in partnership with parents to develop plans for accelerating the progress of all learners who need this; the plans support respectful and responsive teaching and learning programmes.
Leaders and teachers increasingly identify, draw on and work with community resources, including external agencies, to support and improve student wellbeing and learning.
Learners benefit from a collaboratively planned and a balanced school curriculum, within a Christian world view.
Learners have sufficient opportunities to learn across the breadth and depth of The New Zealand Curriculum .
Local contexts, including te ao Māori , are increasingly reflected through the curriculum in a way that learners can relate to and improves engagement in the learning.
Teachers plan well to build students’ foundational skills in literacy and numeracy as part of everyday practice in classroom lessons.
Key conditions, which underpin a positive school experience for learners, are being strengthened.
Leaders and teachers respond to learners’ wellbeing data so that programmes and practices increasingly respond to learner needs.
Leaders and teachers are strengthening assessment practice for analysing student achievement data to support whole-school insights that inform responses for learning progress over time.
In consultation with the community, leadership sets and pursues a small number of meaningful improvement goals and targets, including raising the progress and achievement of all learners.
Part B: Where to next?
The agreed next steps for the school are to:
develop a shared approach to collecting, using and reporting on student progress and achievement data
refine approaches to the consistent teaching of writing across the school
build teachers’ confidence in te reo, tikanga and mātauranga Māori so that all learners have a greater understanding of Aotearoa New Zealand.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
provide professional learning and development for teachers in consistent and reliable data gathering, analysis and reporting
review the shared approach to the teaching and assessing of writing across the school
decide on and implement a framework for measuring progress in te reo and mātauranga Māori.
Every six months:
monitor learners’ attendance, progress and achievement data in writing to identify next steps in teaching and learning approaches that have the most impact on improving student outcomes
review the progress of integrating te reo and mātauranga Māori within the school’s curriculum, using the agreed measurement framework.
Annually:
review the attendance, progress and achievement of learners and groups of learners in reading, writing and mathematics
evaluate shifts in teaching practice and improvements in student writing outcomes to identify where to next
monitor the progress of the integration of te reo and mātauranga Māori in the curriculum and the impact on learners and teachers.
Actions taken against these next steps are expected to result in:
a robust system and process for monitoring and reporting the progress and achievement of learners and groups of learners is in place
improved learner outcomes in writing through collaborative and consistent shifts in teacher practice
teachers and students progress and express increased confidence in the use of te reo and mātauranga Māori , using the agreed measurement framework.
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
28 August 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).