Porangahau School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 33
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 58 Keppel Street, Porangahau
- Territorial authority
- Central Hawke's Bay District
- Phone
- 06-8555340
- office@porangahau.school.nz
- Directions
- Get directions
Other schools nearby: 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.
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
Children are able to participate in Saturday Sport such as, netball, hockey, rugby and soccer.
- hockey
Children are able to participate in Saturday Sport such as, netball, hockey, rugby and soccer.
- rugby
Children are able to participate in Saturday Sport such as, netball, hockey, rugby and soccer.
- soccer
Children are able to participate in Saturday Sport such as, netball, hockey, rugby and soccer.
- Swimming Sports
Porangahau School particpates in the Eastern Zone competition for Swimming Sports, Cross Country and Athletics.
- Cross Country
Porangahau School particpates in the Eastern Zone competition for Swimming Sports, Cross Country and Athletics.
- Athletics
Porangahau School particpates in the Eastern Zone competition for Swimming Sports, Cross Country and Athletics.
- Mini Ball
During term time we also enter teams into Central Hawke's Bay competitions, such as, Mini Ball, Indoor Hockey and Touch Rugby.
- Indoor Hockey
During term time we also enter teams into Central Hawke's Bay competitions, such as, Mini Ball, Indoor Hockey and Touch Rugby.
- Touch Rugby
During term time we also enter teams into Central Hawke's Bay competitions, such as, Mini Ball, Indoor Hockey and Touch Rugby.
- netball
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 19
- Māori
- 22
- Pacific
- 3
- Asian
- 0
- 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 | 6 | 0 | 0 | 0 | 0 | 1 | 0 | 6 |
| Year 02 | 3 | 1 | 0 | 0 | 0 | 3 | 0 | 4 |
| Year 03 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 4 |
| Year 04 | 2 | 0 | 0 | 0 | 0 | 4 | 0 | 5 |
| Year 05 | 1 | 0 | 0 | 1 | 0 | 4 | 0 | 4 |
| Year 06 | 4 | 0 | 0 | 0 | 0 | 5 | 0 | 7 |
| Year 07 | 8 | 0 | 0 | 0 | 0 | 5 | 0 | 9 |
| Year 08 | 3 | 0 | 0 | 0 | 0 | 2 | 0 | 5 |
| Total | 30 | 1 | 0 | 1 | 0 | 25 | 0 | 44 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 0 | 0 | 0 | 0 | 1 | 0 | 6 |
| Age 06 | 3 | 1 | 0 | 0 | 0 | 3 | 0 | 4 |
| Age 07 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 4 |
| Age 08 | 2 | 0 | 0 | 0 | 0 | 4 | 0 | 5 |
| Age 09 | 1 | 0 | 0 | 1 | 0 | 4 | 0 | 4 |
| Age 10 | 5 | 0 | 0 | 0 | 0 | 6 | 0 | 8 |
| Age 11 | 6 | 0 | 0 | 0 | 0 | 3 | 0 | 7 |
| Age 12 | 3 | 0 | 0 | 0 | 0 | 3 | 0 | 5 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 30 | 1 | 0 | 1 | 0 | 25 | 0 | 44 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
57.5%
| Porangahau School | 57.5% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 66.5% |
|---|---|
| Male | 50.7% |
| Māori | 86.1% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 57.5% |
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
42.7%
| Porangahau School | 42.7% |
|---|---|
| Hawke's Bay Region | 6.2% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 73.9% |
| Māori | 62.1% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 42.7% |
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%
| Porangahau 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 | 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)
- 483
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 19 July 2015
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
- 4 April 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 4 April 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners 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 33 — 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.
November 2019
70
Counted while ERO’s review team was at the school. Education Review Office, report of 26 February 2020
February 2017
35
Counted while ERO’s review team was at the school. Education Review Office, report of 26 May 2017
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 4 April 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
Porangahau School is a rural school in Central Hawke’s Bay and provides education for learners in Years 1 to 8. The school vision is ‘ Pōrangahau tamariki will be resilient and innovative individuals who embrace challenges’. The school roll is currently 39. Māori learners make up 65% of the school roll.
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 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 a consistent focus on supporting learners to gain 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 reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school should improve its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.
Student Health and Safety The school needs to ensure a physically and emotionally safe learning environment.
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 equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Attendance
The school is behind 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 reducing over time.
Assessment
The school uses an appropriate approach and reliable practices to 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 has 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 for 2030 and agrees this will need to be a key strategic priority.
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
Staff have high expectations for student success. Students requiring additional support with learning are identified and receive targeted support focused on literacy and numeracy. Students’ sense of wellbeing and belonging is evident.
Implementing structured literacy and numeracy approaches are progressing well and continue as a priority for all staff; students are taught the required hours per day in reading, writing and mathematics.
School leadership is developing evidence-based evaluation of teacher effectiveness and using data to inform decision making; completion of reviews and follow through, based on information collected including that gathered from whānau and parents, is a next step.
Key priorities and actions for improvement
The agreed next steps for the school are to:
make better use of the professional growth cycle so teachers focus on strategies for equitable outcomes for Māori learners in writing and mathematics
continue to be deliberate about implementing English and mathematics curriculum changes to ensure consistency across the school
continue to strengthen the use of te reo Māori throughout the school curriculum
enhance and build on whānau and community partnerships and respond to their input to set priorities for their children in curriculum development and strategic direction
have a clearly planned attendance strategy with specific actions, 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 six months
continue to use ongoing professional conversations to focus on Māori students’ progress and achievement in reading and writing
have in place a stepped-out attendance action plan with measurable outcomes
work with parents about how they would like to be involved in their child’s learning and assist their understanding about the importance of regular attendance
Every six months:
review and report to the board on progress against the attendance plan actions and improvements to students’ regular attendance
evaluate the success of identified strategies expected to accelerate the progress of Māori learners in writing and mathematics and identify further action required
report on the progress made in implementing changes in the English and mathematics curriculum, the use of te reo Māori in the curriculum and use this information to inform next steps
encourage the involvement of the community in school curriculum and strategic direction developments and respond to their views
Annually:
analyse and report schoolwide attendance and achievement data for all groups of learners to the board; strategically plan actions with the community to improve attendance, progress and achievement
review and report to the board on the progress made towards equitable outcomes for Māori learners.
Actions taken against these next steps are expected to result in:
all students attending school regularly
improved achievement for all students and equitable outcomes for Māori learners
English and mathematics curriculum changes well embedded in school teaching programmes
increased community input about school direction and its curriculum.
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
Actions for Compliance
ERO and the board have identified the following area of non-compliance during the board assurance process:
safety checking of Children’s workers, and periodic rechecking of existing children’s workers which includes police vetting. [Children’s Act 2014]
The board has since addressed the area of non-compliance identified.
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
Sharon Kelly Director of Schools (Acting)
4 April 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 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).