Pukeatua Primary School (Wainuiomata)
Full Primary · State
- Year levels
- 1–8
- Total roll
- 157
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Frederick Street, Wainuiomata, Lower Hutt
- Territorial authority
- Lower Hutt City
- Phone
- 04-9398356
- info@pukeatua.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
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 does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
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.
- In their words
- Treat others how you want to be treated.
- Be caring and thankful for everything in our world
- Always try your best, never give up
- Be proud of who you are and where you come from.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 30
- Māori
- 122
- Pacific
- 39
- Asian
- 6
- MELAA
- 3
- Other
- 1
- 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 | 18 | 3 | 1 | 0 | 0 | 4 | 0 | 23 |
| Year 02 | 16 | 2 | 1 | 0 | 0 | 1 | 0 | 19 |
| Year 03 | 18 | 5 | 1 | 1 | 0 | 6 | 0 | 23 |
| Year 04 | 14 | 4 | 3 | 0 | 0 | 3 | 0 | 19 |
| Year 05 | 18 | 5 | 0 | 0 | 0 | 5 | 0 | 20 |
| Year 06 | 12 | 4 | 0 | 0 | 0 | 8 | 0 | 16 |
| Year 07 | 4 | 1 | 0 | 0 | 0 | 2 | 0 | 7 |
| Year 08 | 3 | 2 | 1 | 0 | 0 | 3 | 0 | 8 |
| Total | 103 | 26 | 7 | 1 | 0 | 32 | 0 | 135 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 18 | 4 | 1 | 0 | 0 | 4 | 0 | 24 |
| Age 06 | 16 | 1 | 1 | 0 | 0 | 1 | 0 | 18 |
| Age 07 | 19 | 5 | 1 | 1 | 0 | 6 | 0 | 24 |
| Age 08 | 13 | 4 | 3 | 0 | 0 | 3 | 0 | 18 |
| Age 09 | 16 | 5 | 0 | 0 | 0 | 4 | 0 | 19 |
| Age 10 | 13 | 3 | 0 | 0 | 0 | 8 | 0 | 16 |
| Age 11 | 5 | 2 | 0 | 0 | 0 | 3 | 0 | 8 |
| Age 12 | 3 | 2 | 0 | 0 | 0 | 3 | 0 | 7 |
| Age 13 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Total | 103 | 26 | 7 | 1 | 0 | 32 | 0 | 135 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Pukeatua Primary School (Wainuiomata) | 0% |
|---|---|
| Wellington Region | 24.7% |
| 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%
| Pukeatua Primary School (Wainuiomata) | 0% |
|---|---|
| Wellington Region | 2.6% |
| 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%
| Pukeatua Primary School (Wainuiomata) | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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)
- 525
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Major urban area
- Date opened
- 31 August 1958
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
- 10 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (10 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 10 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 and the board have identified the following areas of non-compliance during the board assurance process:
conflicts of interest of Board members fully declared [clause 10, schedule 23 of the Education and Training Act 2020 ]
on the basis of good quality assessment information, reported to the school’s community on the progress and achievement of students as a whole, identified groups of students who are not progressing or are at risk of not progressing, including the progress and achievement of Māori students [ Education and Training Act 2020, Regulation 21 of Education (School Boards) Amendment Regulations 2022]
in consultation with the school’s Māori community, developed and made known to the school’s community policies, plans and targets for improving the progress and achievement of Māori students [NAG1 (e)]
ensured that its strategic plan and annual implementation plan are available to the public on an internet site maintained by or on behalf of the board [Section 146 of the Education and Training Act 2020]
monitored and evaluated its performance in achieving its objectives in accordance with its strategic plan and implemented its strategy [Section 639 of the Education and Training Act 2020]
working towards offering students opportunities for learning second or subsequent languages (Years 7-10) [The New Zealand Curriculum]
taken reasonable steps to ensure parents, caregivers, students, school staff and the school community know about the school’s policies on student distress and the use of physical restraint [Education (Physical Restraint) Rules 2023, clause 11]
reports in its annual report on the extent of its compliance [Section 597 of the Education and Training Act 2020]
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 157 — 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.
June 2019
144
Counted while ERO’s review team was at the school. Education Review Office, report of 7 August 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 10 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
Pukeatua Primary School ( Wainuiomata ) is located in Wellington and provides dual-medium education for students in Years 1 to 8. A new leadership team and presiding board member have recently been appointed. A Ministry of Education special advisor supports the school with curriculum development. The school’s values are Whakaute (respect), Manaakitanga (caring and sharing), Ngana (commitment) and Tuakiri (identity) .
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
The majority of learners are not yet making sufficient progress.
Achievement information shows a small majority of students in mathematics, less than half in reading and a few students in writing are meeting expected curriculum levels; improvement in learner progress and achievement is required.
Improving equity for groups of learners, including Māori students, is an ongoing priority.
School attendance rates are not yet meeting the Ministry of Education target with fewer than half of the learners attending school regularly; leaders and teachers are taking steps to apply a range of well-considered approaches focused on improving the attendance rates for all learners.
Conditions to support learner success
School leadership is establishing systems and processes to improve outcomes for learners.
Leaders are establishing expectations for high quality, evidence-based teaching, and are taking steps to improve the way they collect, analyse and interpret data to better inform teaching and learning.
Deliberate steps are being taken to strengthen and align schoolwide planning, use of assessment and reporting practices, to better inform teaching and learning.
Leaders work collaboratively to monitor teaching practices that are clear and focused on improving learning outcomes for students.
Teaching is increasingly intentional and responsive to the diverse needs of learners.
Learners experience meaningful learning opportunities within an inclusive, supportive environment that acknowledges who they are as learners.
Learners needing additional in-class learning and behavioural support are identified and provided with effective assistance; this contributes to a positive and inclusive learning environment.
Schoolwide professional learning and development increasingly builds teacher capability and consistency of practice across the school.
Improving school systems, processes, and internal evaluation, focused on improving student achievement outcomes, is a priority.
The board, leaders and staff prioritise a relational and inclusive culture that fosters student wellbeing and active participation in learning through the school’s values.
Strengthening the collection, analysis, reporting and use of relevant attendance, progress, and achievement information is needed, for board and school leadership to decide on strategic priorities focused on improving student outcomes.
The board and leaders are developing self-review processes to ensure alignment of key schoolwide practices focus on learner wellbeing, achievement and engagement; strengthening the use of information from a range of sources to plan for ongoing improvement is an identified next step.
Leaders and staff are taking steps to strengthen and build opportunities for whānau to contribute to and enhance learning programmes; increased use of their knowledge, skills and abilities to strengthen the school’s dual-medium identity is an identified next step.
Learner success and wellbeing
Assessment practices and systems are increasingly reviewed to collect and analyse achievement in literacy and mathematics.
Tracking and monitoring of some achievement data informs the planning of teaching and learning programmes to support progression.
Relational trust is fostered within a learning environment that promotes authentic connections and respectful interactions between kaiako and tamariki.
Conditions to support learner success
Leaders and kaiako work collaboratively to organise visits to local marae to enhance students use of te reo Māori and the tikanga of mana whenua.
Learning is beginning to reflect the local narratives of Te Āti Awa.
Leadership practices are beginning to strengthen established partnerships focused on building relational trust between Kaiako, whānau and leadership.
Part B: Where to next?
The agreed next steps for the school are to:
strengthen the use of attendance, wellbeing and achievement information to inform responsive teaching practice and school improvement priorities that focus on improving equity, and attendance and achievement outcomes for all learners
support teachers to further develop consistent, responsive teaching, learning and assessment practices with a focus on accelerating learning of students at risk of not achieving
further develop partnerships with whānau and the wider community, using the skills they bring, to support the design and development of their localised curriculum, Te Manawa Pao o te Repo
strengthen schoolwide systems, processes and procedures to ensure that the school meets its statutory responsibilities and improvement priorities.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
review and develop a systematic process to track and monitor the progress and impact of key improvement actions, including attendance, achievement outcomes and legislative requirements
engage and consult with the school community, including iwi and hapū , to inform curriculum content and delivery.
Every six months:
moderate, monitor and report to the board on the progress and achievement of all learners, particularly for achieving equity for groups of learners and those at risk of not achieving
review and use assessment information and learner feedback to adjust programmes and practice to achieve accelerated achievement outcomes for learners
connect and consult with whānau, iwi and hapū to engage and share aspirations for learners and participate in the planning and decision-making of the school’s priorities.
Annually:
review, analyse and report schoolwide achievement and attendance data to the board, to strategically plan actions that will continue to improve progress, achievement and attendance outcomes for all learners
review and analyse achievement information for target groups of learners, to identify initiatives and practices that have been most successful in accelerating progress and improving attendance
gather and review student and whānau voice to assist with evaluating the extent of engagement in and how well the curriculum is responding to student learning needs.
Actions taken against these next steps are expected to result in:
increased equity in attendance, progress and achievement for all learners in reading, pānui , writing, tuhituhi , and mathematics and pāngarau , particularly for Māori learners
improved levels of engagement between the school and its community, including iwi and hapū, that contribute to the depth and breadth of teaching and learning programmes
embedded, systematic evaluation practices that effectively use multiple sources of evidence to determine the impact on the outcomes of learners of actions and deliberate decision making.
Recommendation to the Ministry of Education
ERO recommends that the Ministry of Education continue to provide tailored support for:
curriculum planning and assessment.
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
10 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 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).