Patoka School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 32
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 6 Hendley Road, Patoka, Napier
- Territorial authority
- Hastings District
- Phone
- 06-8398821
- office@patoka.school.nz
- Website
- http://patoka.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hastings · schools in Hawke’s Bay
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.
- Getting there
- The bus completes a loop from school, onto Waihau Rd, Price Cockburn Rd, Hawkston Rd then back onto Puketitiri Road to the school The bus starts in the morning from Makahu Rd/Pakaututu Rd intersection down Puketitiri Rd to the school and the reverse in the afternoon The bus starts in the morning from the end of Huiarangi Road, before continuing on Hendley Road and finishing back at school.
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/2642
Enrolment details are available from the school office. Patoka School now use Hero to communicate with our parent community and we are able to share enrolment details electronically. [https://enrolments.linc-ed.com/apply/NZ/2642](https://enrolments.linc-ed.com/apply/NZ/2642)
- https://enrolments.linc-ed.com/apply/NZ/2642
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
- annual swimming sports
During Term 1, we hold our annual swimming sports at the local Patoka Community Pool.
- annual swimming sports
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 27
- Māori
- 8
- Pacific
- 2
- Asian
- 0
- MELAA
- 2
- 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 | 4 | 2 | 0 | 0 | 0 | 8 | 0 | 8 |
| Year 02 | 2 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Year 03 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Year 04 | 2 | 1 | 1 | 0 | 0 | 7 | 0 | 7 |
| Year 05 | 3 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Year 06 | 3 | 0 | 0 | 0 | 0 | 4 | 0 | 5 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Year 08 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 17 | 3 | 1 | 0 | 0 | 38 | 0 | 39 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 2 | 0 | 0 | 0 | 7 | 0 | 7 |
| Age 06 | 2 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Age 07 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Age 08 | 2 | 1 | 0 | 0 | 0 | 6 | 0 | 6 |
| Age 09 | 2 | 0 | 1 | 0 | 0 | 5 | 0 | 5 |
| Age 10 | 4 | 0 | 0 | 0 | 0 | 5 | 0 | 6 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Age 12 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Total | 17 | 3 | 1 | 0 | 0 | 38 | 0 | 39 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Patoka 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 | 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%
| Patoka 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 | 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%
| Patoka 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 | 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)
- 469
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1901
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
has students from 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 32 — 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.
September 2019
55
Counted while ERO’s review team was at the school. Education Review Office, report of 18 November 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 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
Patoka School, a small rural school inland from Napier , has students from Years 1 to 8. Of the 40 students enrolled, 55% are New Zealand European/ Pākehā includes, 40% are Māori and 5% are other ethnicities.
The school’s vision for learners is Through our school we are one – Kei te kura Patoka, ka Kotahi ra is underpinned by the core values of Confidence- Whakamahi , Honesty- Katoa , Respect- Whakatahi and Resilience- Whakamahi .
How well placed is the school to promote educational success and wellbeing?
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 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 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 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 Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Attendance
The school is approaching the target of 80% regular attendance.
The school is yet to have a suitable plan to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is not yet 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 meeting Government reading, writing and mathematics targets set for 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
Leadership is highly collaborative and seeks the views of parents and staff for continuous improvement of learning. High levels of relational trust and communication between students, leadership and staff contributes to respectful classroom interactions that supports learning.
Learners are highly engaged in their learning and a strong sense of belonging and wellbeing is evident. Students learn in an inclusive environment that successfully differentiates learning to meet their needs.
Learners benefit from structured teaching practices in literacy. The implementation of a structured mathematics programme is underway .
Teachers work collaboratively and regularly use achievement information and evidence to inform teaching and learning. They monitor the impact of their actions on learner progress. Their professional learning aligns with the school’s improvement goals and learner needs.
Organisational conditions including leadership, policies, systems and practices align to provide learners with a well-run learning environment.
The current board provides stable stewardship and fulfils its rolls and responsibilities well; this provides the platform to encourage further parental involvement in the governance of their school.
Key priorities and actions for improvement
The agreed next steps for the school are to:
fully commit to growing teacher confidence, capacity and capability in integrating te reo Māori, tikanga Māori and te ao Māori into the school’s curriculum and to support Māori learners achieve success as Māori
review and formalise the school's curriculum to develop a cohesive schoolwide plan and use data to strategically address any disparity in achievement
consider succession management, for the board, and encourage the participation of the community to be part of the school’s governance
have a clearly planned attendance strategy with specific actions in annual planning, that are regularly monitored for effectiveness in increasing rates of attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
explore viable options for integrating te reo Māori, tikanga Māori and te ao Māori in the curriculum and implementing these
Every six months:
review and report to the board the effectiveness of encouraging parent participation in school governance
review and report to the school board on attendance, noting the impact of actions on improved outcomes and adjust as needed
report on the progress made in implementing changes in the school curriculum and the use of te reo Māori, tikanga Māori and te ao Māori and use this information to inform next steps
Annually:
leaders analyse and report schoolwide attendance data to the board and school community
evaluate and report on the changes made to the school curriculum and the use of data to address disparity in achievement
evaluate and report on the impact of integrating te reo Māori, tikanga Māori and te ao Māori into the school’s curriculum
evaluate the effectiveness of encouraging parent participation in school governance.
Actions taken against these next steps are expected to result in:
all students regularly attending school
consistent and confident use of te reo Māori in all classrooms
a consistent schoolwide understanding and implementation of the curriculum to inform planning and strategic decision making
well supported parent representation on the board.
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).