Pahoia School
Contributing · State
- Year levels
- 1–6
- Total roll
- 169
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 29 Esdaile Road, Tauranga
- Territorial authority
- Western Bay of Plenty District
- Phone
- 07-5480723
- office@pahoia.school.nz
- Website
- http://www.pahoia.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.
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
We have a compulsory uniform at Pahoia School.
- Required
- Getting there
- Two Ministry of Education funded bus services contracted to UzaBus, funded for eligible pupils only
We currently have two Ministry of Education funded bus services contracted to UzaBus. The service is funded for eligible pupils only.
- Two Ministry of Education funded bus services contracted to UzaBus, funded for eligible pupils only
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
- netball
Sports teams that play in competitions outside of school hours include netball, miniball, basketball, volleyball, cricket and rippa rugby.
- miniball
Sports teams that play in competitions outside of school hours include netball, miniball, basketball, volleyball, cricket and rippa rugby.
- basketball
Sports teams that play in competitions outside of school hours include netball, miniball, basketball, volleyball, cricket and rippa rugby.
- volleyball
Sports teams that play in competitions outside of school hours include netball, miniball, basketball, volleyball, cricket and rippa rugby.
- cricket
Sports teams that play in competitions outside of school hours include netball, miniball, basketball, volleyball, cricket and rippa rugby.
- rippa rugby
Sports teams that play in competitions outside of school hours include netball, miniball, basketball, volleyball, cricket and rippa rugby.
- SWIMMING SPORTS
- netball
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 160
- Māori
- 29
- Pacific
- 2
- Asian
- 7
- 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 | 7 | 1 | 0 | 0 | 0 | 26 | 0 | 27 |
| Year 02 | 4 | 1 | 1 | 0 | 0 | 26 | 0 | 27 |
| Year 03 | 4 | 0 | 2 | 0 | 0 | 26 | 0 | 27 |
| Year 04 | 4 | 0 | 2 | 0 | 0 | 27 | 0 | 28 |
| Year 05 | 6 | 0 | 3 | 0 | 0 | 25 | 0 | 30 |
| Year 06 | 4 | 0 | 0 | 0 | 0 | 22 | 0 | 25 |
| Year 07 | 1 | 1 | 1 | 0 | 0 | 4 | 0 | 6 |
| Total | 30 | 3 | 9 | 0 | 0 | 156 | 0 | 170 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 1 | 0 | 0 | 0 | 23 | 0 | 24 |
| Age 06 | 3 | 1 | 2 | 0 | 0 | 30 | 0 | 31 |
| Age 07 | 5 | 0 | 1 | 0 | 0 | 25 | 0 | 26 |
| Age 08 | 4 | 0 | 2 | 0 | 0 | 25 | 0 | 26 |
| Age 09 | 6 | 0 | 3 | 0 | 0 | 27 | 0 | 32 |
| Age 10 | 4 | 0 | 0 | 0 | 0 | 21 | 0 | 24 |
| Age 11 | 1 | 1 | 1 | 0 | 0 | 5 | 0 | 7 |
| Total | 30 | 3 | 9 | 0 | 0 | 156 | 0 | 170 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
13%
| Pahoia School | 13% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 26.8% |
| Māori | 70.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 14.7% |
| Total | 13% |
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%
| Pahoia School | 0% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Contributing | 3.5% |
| 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%
| Pahoia School | 0% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Contributing | 1.5% |
| 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)
- 428
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 3 July 1927
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
- 7 July 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (7 July 2023)
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 7 July 2023 — 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 and the board have identified the following areas of non-compliance during the board assurance process:
the BOT has not obtained a police vet for every person whom the BOT has appointed to the school
[Education and Training Act 2020, Schedule 4]
a police vet had not been obtained every three years for every person, contractor or employee who works at the school
[Education and Training Act 2020, Schedule 4]
the child protection policy does not outline how suspected neglect and abuse will be identified and reported [Children’s Act, 2014]
accurate records of the safety checking process for employees were not kept [Children’s Act 2014]
consultation with the community on the delivery of the Health Curriculum and a statement following this has not been undertaken [Education and Training Act 2020 Section 91]
give effect to Te Tiriti o Waitangi by achieving equitable outcomes for Māori students.
[Education and Training Act 2020 Section 127 (1d,iii)]
The board has since addressed the first two areas of non-compliance identified and has taken steps to address the four remaining areas.
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 169 — 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.
February 2019
174
Counted while ERO’s review team was at the school. Education Review Office, report of 21 May 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 7 July 2023 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within six months of the Education Review Office and Pahoia School working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
Pahoia School is located north of Tauranga in the Western Bay of Plenty and provides education for students in Years 0-6. The school is committed to developing collaborative, active, innovative, life-long learners.
Pahoia School’s strategic priorities for improving outcomes for learners are:
to promote effective teaching and learning for engaged, successful learners
to develop a school culture that promotes safety, inclusion and a strong sense of belonging
to engage community and whānau in effective home-school partnerships.
You can find a copy of the school’s strategic and annual plan on Pahoia School’s website.
ERO and the school are working together to evaluate the extent to which an engaging, coherent and integrated curriculum is promoting success against the school’s graduate profile.
The rationale for selecting this evaluation is:
the need for greater coherence and integration across a broad and varied curriculum
a commitment to pursuing the valued outcomes defined in the school’s graduate profile.
The school expects to see excellent and equitable outcomes resulting from:
the graduate profile providing a focus for a coherent, integrated, localised curriculum
students consistently experiencing rich, responsive and engaging learning experiences, tailored to their needs and interests
students demonstrating increasing confidence and competence in the skills and dispositions outlined in the graduate profile.
Strengths
The school can draw from the following strengths to support its goal to enable students to become collaborative, active, innovative, life-long learners:
teaching practices that prioritise ‘knowing the learner’ and responding to each student and their learning journey
an inclusive learning culture that promotes connection and wellbeing
leadership that deliberately pursues the school’s valued outcomes.
Where to next?
Moving forward, the school will prioritise:
building a coherent and integrated curriculum framework based around the graduate profile
continuing to develop a rich variety of meaningful and engaging learning experiences that respond to student need and interest
developing tools and gathering data to measure the impact of the localised curriculum on student progress, particularly Māori students, against the graduate profile.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director of Schools
7 July 2023
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).