Pukehina School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 13
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 1762 Old Coach Road, Pukehina
- Territorial authority
- Western Bay of Plenty District
- Phone
- 07-5333869
- office@pukehina.school.nz
- Website
- http://pukehina.school.nz
- Directions
- Get directions
Other schools nearby: schools in Bay of Plenty
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 6
- Māori
- 6
- 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 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 4 |
| Year 02 | 4 | 0 | 0 | 0 | 0 | 1 | 0 | 5 |
| Year 03 | 6 | 1 | 0 | 0 | 0 | 2 | 0 | 6 |
| Year 04 | 3 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Year 05 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Year 06 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Year 07 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Total | 22 | 1 | 0 | 0 | 0 | 10 | 0 | 26 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 4 |
| Age 06 | 4 | 0 | 0 | 0 | 0 | 1 | 0 | 5 |
| Age 07 | 5 | 1 | 0 | 0 | 0 | 2 | 0 | 5 |
| Age 08 | 4 | 0 | 0 | 0 | 0 | 3 | 0 | 5 |
| Age 09 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Age 10 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Age 11 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Total | 22 | 1 | 0 | 0 | 0 | 10 | 0 | 26 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Pukehina School | 0% |
|---|---|
| Bay of Plenty Region | 37.4% |
| 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%
| Pukehina School | 0% |
|---|---|
| Bay of Plenty Region | 3.8% |
| 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%
| Pukehina School | 0% |
|---|---|
| Bay of Plenty Region | 1.4% |
| 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)
- 555
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 7 April 1914
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
- 7 March 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (7 March 2025)
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 7 March 2025 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 13 — 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.
March 2019
10
Counted while ERO’s review team was at the school. Education Review Office, report of 1 May 2019
May 2015
12
Counted while ERO’s review team was at the school. Education Review Office, report of 15 June 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 7 March 2025 — “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
Pukehina School is a small, rural school catering for Year 1 to 8 students, located near Te Puke . The school is situated beneath the maunga Te Pare o te Ra Wahi Rua. The school’s values are Whakamana | Proud, Ngaakaupai | Positive, Whakaute | Respectful, Kaatuarehe | Outstanding, Ahurei | Unique and Auaha | Discoverers .
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
Learner outcomes are increasingly equitable and excellent.
Most learners achieve at the expected curriculum levels for mathematics; the large majority of students achieve this for reading and writing.
Students with additional learning needs make progress towards achieving their goals; they are provided with appropriate additional support to learn.
Students have a strong sense of wellbeing and pride in their school that results in high engagement and positive relationships.
The large majority of learners attend school regularly; the school meets the Ministry of Education’s 2024 target for regular attendance.
Conditions to support learner success
School leadership works strategically to improve outcomes for all learners.
Leadership knows learners well and prioritises wellbeing and inclusion for all students, including those with additional learning needs.
Well-considered staff professional learning opportunities align with strategic goals, strengthen teaching practice and improve outcomes for all students.
The principal uses appropriate student achievement information to set and implement relevant strategic and annual goals.
Curriculum and teaching practices are increasingly responsive to learners' needs and interests.
Leadership has designed a curriculum with an appropriate range of practical and cultural learning experiences for students; this encourages purposeful engagement in learning.
Learners experience a positive and inclusive learning environment; they work well together in multi-level classrooms.
Staff effectively adapt learning strategies that meet the different ages and levels of learners.
Key conditions that underpin successful schooling outcomes are being embedded.
Learners are confident in their identities, languages and cultures which helps to support positive involvement in their learning.
Leadership and the board are working towards strengthening learning partnerships with whānau and involving them more closely in the strategic direction of the school.
Staff increasingly integrate te reo Māori and tikanga Māori into teaching and learning so that learners know about and appreciate te ao Māori.
Part B: Where to next?
The agreed next steps for the school are to:
improve achievement outcomes for all learners in reading, writing and mathematics through the continued effective use of schoolwide assessment information
strengthen whānau engagement in their child’s learning and partnership with the school to support their active involvement in planning and decision-making processes
monitor attendance initiatives to sustain all students’ regular attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
evaluate how well staff use assessment information to plan and teach responsively and provide engaging learning experiences for all students
continue to track and monitor the progress of all learners and use this information to inquire into and adapt teaching practice to increase learner outcomes
review learning partnerships with whānau and their involvement in strategic planning and decision making to inform further actions
Annually:
evaluate shifts in assessment and teaching practices and the impact on student outcomes
review and report to the board on student attendance, progress and achievement to strategically plan actions that will improve and sustain learner outcomes.
Actions taken against these next steps are expected to result in:
improved overall levels of student progress and achievement informed by the effective use of schoolwide assessment information
enhanced learning partnerships with parents and whānau , including their active involvement in the planning and decision-making processes of the school
sustained regular student attendance.
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 Acting Director of Schools
7 March 2025
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).