Pukehamoamoa School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 58
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 11 Matapiro Road, Hastings
- Territorial authority
- Hastings District
- Phone
- 06-8743830
- office@puke.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hastings · schools in Hawke’s Bay
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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 55
- Māori
- 12
- Pacific
- 2
- 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 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Year 02 | 1 | 1 | 0 | 0 | 0 | 14 | 0 | 14 |
| Year 03 | 3 | 0 | 0 | 0 | 0 | 9 | 0 | 9 |
| Year 04 | 3 | 0 | 0 | 0 | 0 | 12 | 0 | 14 |
| Year 05 | 2 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Year 06 | 0 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Year 07 | 2 | 0 | 0 | 0 | 0 | 7 | 0 | 7 |
| Year 08 | 3 | 0 | 0 | 0 | 0 | 7 | 0 | 9 |
| Total | 15 | 1 | 0 | 0 | 0 | 62 | 0 | 66 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Age 06 | 1 | 1 | 0 | 0 | 0 | 15 | 0 | 15 |
| Age 07 | 3 | 0 | 0 | 0 | 0 | 8 | 0 | 8 |
| Age 08 | 3 | 0 | 0 | 0 | 0 | 12 | 0 | 14 |
| Age 09 | 2 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Age 10 | 0 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Age 11 | 2 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Age 12 | 2 | 0 | 0 | 0 | 0 | 7 | 0 | 8 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Total | 15 | 1 | 0 | 0 | 0 | 62 | 0 | 66 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Pukehamoamoa 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 | 0% |
| 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%
| Pukehamoamoa 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 | 0% |
| 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%
| Pukehamoamoa 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 | 0% |
| 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)
- 437
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 20 February 1921
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
- 23 April 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (23 April 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 board assurance report of 23 April 2024 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
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 58 — 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
104
Counted while ERO’s review team was at the school. Education Review Office, report of 12 October 2018
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 23 April 2024 — “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 18 months of the Education Review Office and Pukehamoamoa 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
Pukehamoamoa School is a rural primary school that provides education for students from Years 1 to 8. The school’s mission statement ‘Strength through knowledge – Kaha mā te mātauranga ’ is supported by the shared values of ‘knowledge and understanding of others, knowledge of thinking, knowledge of learning, knowledge of ourselves, knowledge of our past and knowledge of communication’.
Pukehamoamoa School ’s strategic priorities for improving outcomes for learners are:
raising achievement in literacy and mathematics for all learners, with a particular focus on those who are not yet at expected curriculum levels
to strengthen teaching practice to respond to learner needs, including cultural responsiveness
to continue to grow an inclusive culture of mutual respect through community partnerships.
You can find a copy of the school’s strategic and annual plan on Pukehamoamoa School ’s website.
ERO and the school are working together to evaluate the extent to which teacher professional learning impacts on learner outcomes in mathematics and literacy.
The rationale for selecting this evaluation is:
an understanding that strong literacy and mathematical skills provide the foundation for all learning
the commitment to professional learning in literacy and mathematics will support ongoing focus on improved and equitable outcomes for all learners
consistent teaching expectations aligned with best practice, research and evidence promote learner achievement.
The school expects to see:
continuous progress in literacy and mathematics over all levels of the school and accelerated progress for those who need this
parity of achievement outcomes in literacy and mathematics for all learners
continued growth in teacher capacity to implement effective teaching strategies and engage with formative assessment to raise achievement in literacy and mathematics.
Strengths
The school can draw from the following strengths to support its goal to evaluate the impact of improved teacher practice on learner outcomes in mathematics and literacy:
a culture of trust, with committed and collaborative leadership and teachers who are focused on raising student achievement
a respectful and inclusive environment that supports learning and teaching
access to targeted professional learning opportunities in the teaching of mathematics and literacy
well established systems and processes that monitor student progress.
Where to next?
Moving forward, the school will prioritise:
continued growth in teacher capacity and capability through formalised professional learning opportunities to embed evidence-based best practice
continued on-going monitoring of progress and measuring of outcomes, with a focus on equitable outcomes for all learners.
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
23 April 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).