Poroutawhao School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 95
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 796 State Highway 1, Levin
- Territorial authority
- Horowhenua District
- Phone
- 06-3686015
- office@poroutawhao.school.nz
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
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.
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/2965
Alternatively, you can fill out this O[nline Pre Enrolment Form](https://enrolments.linc-ed.com/apply/NZ/2965)
- https://enrolments.linc-ed.com/apply/NZ/2965
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
- hockey
We are especially proud of our results in hockey where we continue to achieve well above the size of our school.
- netball
We have recently completed the replacement of our hard-court which is used for netball and basketball.
- basketball
We have recently completed the replacement of our hard-court which is used for netball and basketball.
- Ag day
Ag day, short for 'Agricultural Day' is an annual school event when our children get to celebrate and participate
- hockey
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 77
- Māori
- 32
- Pacific
- 7
- Asian
- 8
- MELAA
- 3
- 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 | 2 | 0 | 1 | 0 | 9 | 0 | 11 |
| Year 02 | 6 | 2 | 1 | 0 | 0 | 12 | 0 | 15 |
| Year 03 | 3 | 1 | 1 | 0 | 0 | 13 | 0 | 14 |
| Year 04 | 5 | 2 | 1 | 0 | 0 | 11 | 0 | 14 |
| Year 05 | 3 | 2 | 1 | 1 | 0 | 14 | 0 | 16 |
| Year 06 | 3 | 0 | 1 | 0 | 0 | 7 | 0 | 8 |
| Year 07 | 6 | 2 | 2 | 1 | 0 | 6 | 0 | 13 |
| Year 08 | 4 | 1 | 0 | 0 | 0 | 8 | 0 | 10 |
| Total | 36 | 12 | 7 | 3 | 0 | 80 | 0 | 101 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 1 | 0 | 1 | 0 | 9 | 0 | 10 |
| Age 06 | 7 | 3 | 1 | 0 | 0 | 11 | 0 | 15 |
| Age 07 | 3 | 1 | 1 | 0 | 0 | 12 | 0 | 13 |
| Age 08 | 5 | 2 | 0 | 0 | 0 | 13 | 0 | 15 |
| Age 09 | 3 | 2 | 2 | 0 | 0 | 10 | 0 | 13 |
| Age 10 | 3 | 0 | 1 | 1 | 0 | 11 | 0 | 12 |
| Age 11 | 5 | 1 | 1 | 1 | 0 | 5 | 0 | 11 |
| Age 12 | 4 | 2 | 1 | 0 | 0 | 7 | 0 | 9 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Total | 36 | 12 | 7 | 3 | 0 | 80 | 0 | 101 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Poroutawhao School | 0% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Poroutawhao School | 0% |
|---|---|
| Manawatū-Whanganui 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 | 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%
| Poroutawhao School | 0% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| Full Primary | 1.7% |
| 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)
- 476
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1924
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
- 2 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (2 December 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 2 December 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 areas of non-compliance during the board assurance process:
an average of five hours of mathematics, reading and writing teaching and learning is not provided per week. [Section 90 of the Education and Training Act 2020 (2023 Amendment)]
The board has since taken steps to address the areas 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 95 — 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.
August 2018
134
Counted while ERO’s review team was at the school. Education Review Office, report of 17 October 2018
September 2015
135
Counted while ERO’s review team was at the school. Education Review Office, report of 9 November 2015
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 2 December 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
Poroutawhao School is a rural school north of Levin and provides education for students in Years 1 to 8. The school’s vision ‘Mauri mahi, mauri ora – work well, live well’ is supported by the values of ‘communication, creativity, collaboration and consideration’.
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
Most learners are achieving at expected curriculum levels.
Achievement information shows that most learners achieve at or above curriculum expectation in reading, writing and mathematics; however senior students have lower levels of achievement than juniors.
Improving equity for groups of learners, including Māori students, remains a priority for the school.
Attendance information shows that less than half of all students attend regularly; the school is yet to meet the Ministry of Education 2024 target.
Conditions to support learner success
L eaders set and pursue improvement strategies aligned with school priorities to improve learner outcomes .
Leaders and staff promote a positive school culture with a clear focus on improving learner engagement, wellbeing and achievement.
Evidence-based improvement goals and targets are set with a focus on accelerating the progress of learners at risk of not achieving.
Leaders support and facilitate targeted professional learning linked to strategic goals to strengthen teaching practice and increase success for all learners.
Teaching practice is increasingly intentional and responsive to learner needs.
Learners are supported to engage, inquire and apply new learning within an inclusive, positive environment that acknowledges who they are as learners.
Teachers establish clear in-class routines that increasingly respond to individual students’ needs; building a shared understanding of effective strategies that enable learners to lead and talk about their learning is a next step.
Teachers use relevant strategies, resources and agencies to reduce barriers to learning, particularly for students needing additional support; progress and achievement is regularly monitored to ensure improved outcomes for all students.
Schoolwide conditions focused on improving student outcomes are strengthening.
A comprehensive annual plan accompanied by clear outcome statements provides the board and staff with clear guidance and measures to support school improvement.
Leaders act on evidence gathered through evaluation to make improvements, including regular monitoring and reporting of student attendance, progress and achievement to the board.
The board, leaders and staff continue to strengthen collaborative partnerships with whānau and the wider community, including iwi and hapū , as respected and valued partners of the school to guide ongoing improvement.
Part B: Where to next?
The agreed next steps for the school are to:
monitor the success of initiatives to improve regular attendance and improve achievement outcomes for all learners, particularly for Māori and learners at risk of not achieving
build teachers’ shared understanding of effective strategies to enable learners to identify what their next learning steps are and how to go about achieving these
further strengthen relationships and partnerships with whānau , the wider community, local iwi and hapū , using the skills they bring to enhance student learning and guide strategic direction.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
moderate, monitor and report on the progress and achievement of all learners, with a particular focus on achieving equity for target groups of learners and those at risk of not achieving
review and refine systems that monitor the impact of key improvement actions on learner attendance, achievement and engagement
collaborate and connect with whānau, iwi and hapū to share their aspirations for learners and participate in the planning and decision-making of the school.
Annually:
conduct a survey with students to enable teachers to identify learner attitudes, strengths and needs that need to be considered
review and analyse the achievement and attendance information for all learners to identify initiatives that have been successful in accelerating progress and improving attendance, and to develop next steps for strategic planning
gather and review whānau, iwi and hapū feedback and ideas on the success of learning partnerships with the school to assist with evaluating the extent of engagement and participation in learning.
Actions taken against these next steps are expected to result in:
improved and sustained levels of attendance, progress and achievement for all learners
all learners being active participants in their learning and able to talk about what they have achieved and their next steps
improved and sustained levels of whānau and wider community engagement with the school and increased participation in the decision-making process that contributes to the depth and breadth of teaching and learning programmes.
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
2 December 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).