Pukeokahu School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 5
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 84 Matawhero Road, Pukeokahu
- Territorial authority
- Rangitikei District
- Phone
- 06-3880529
- principal@pukeokahu.school.nz
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
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
- Pukeokahu School and its community will have the expectation that, with support and encouragement, each child will strive:
- Towards their highest potential in all areas of development.
- To be a life-long learner.
- To confidently meet an ever-changing world.
- To be active participants in life for positive change.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 3
- Māori
- 3
- Pacific
- 0
- 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 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 02 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Year 03 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Year 04 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 05 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 3 | 0 | 0 | 0 | 0 | 3 | 0 | 5 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 06 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 07 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 08 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 09 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 3 | 0 | 0 | 0 | 0 | 3 | 0 | 5 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Pukeokahu 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 | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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%
| Pukeokahu 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 | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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%
| Pukeokahu 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 | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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)
- 500
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 14 May 1903
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
- 28 August 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (28 August 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 28 August 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 5 — 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 2018
7
Counted while ERO’s review team was at the school. Education Review Office, report of 27 April 2018
April 2016
13
Counted while ERO’s review team was at the school. Education Review Office, report of 14 June 2016
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 28 August 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
Pukeokahu School is a rural sole charge primary school providing education for students in Years 1 to 8. It is located in the Rangitikei District. The school’s vision and values outline the priority that all learners will care, lead, learn and flourish as they strive to achieve their potential and be confident and active in all that they do.
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
Outcomes for learners are increasingly equitable.
The majority of students achieve at or above curriculum expectation in reading, writing and mathematics.
Learners needing additional support are identified and provided with effective support to learn and progress to meet their goals.
A range of effective programmes and initiatives have been put in place that promote and support wellbeing for learning.
The majority of students attend school regularly in relation to the Ministry of Education target; leadership monitors student information and works closely with whānau to support improved attendance.
Conditions to support learner success
Effective leadership is embedding an improvement strategy aligned with school priorities and collaboratively works towards improving learner outcomes.
Leadership to improve student outcomes for diverse learners is coordinated, well supported and resourced.
Leaders work collaboratively with staff to strengthen practice through focused professional learning.
Leadership builds and leads educationally focused relationships with local school networks and community groups that supports student learning and wellbeing.
Teaching is intentional and responsive to the diverse needs of learners.
Teachers use a range of resources and effective teaching strategies that support student engagement to meet their identified needs.
Staff know learners well and work together to provide purposeful, well-paced learning contexts for all, including opportunities to learn with students from other schools.
Developing and implementing a school curriculum that clearly outlines expectations and is responsive to localised contexts is a continued focus.
Key conditions that underpin student learning and wellbeing are effectively embedded and strengthened.
Wellbeing information is monitored regularly to promote and respond to learners’ wellbeing and engagement in learning.
Parents and whānau are provided with a wide range of opportunities to be actively involved in their children’s learning.
The board effectively uses information and data to make decisions for resourcing that promotes improving student learning.
Strengthening partnerships with mana whenua to enhance learners’ connectedness to the local community is a focus.
Part B: Where to next?
The agreed next steps for the school are to:
support teachers to further develop consistent and effective teaching practices to promote ongoing learner success, particularly in writing and te reo Māori
continue to strengthen responsive practices and partnerships with whānau and mana whenua
gather and use whānau and community aspirations to further inform curriculum priorities
evaluate mathematics and literacy programmes to determine their effectiveness in accelerating learning and inform next steps for ongoing improvement.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
evaluate current mathematics and literacy programmes to know their effectiveness for improving outcomes
consult with whānau and community to gather aspirations to inform future learning priorities
continue with professional learning and development to support increased teaching capability in writing and te reo Māori.
Every six months:
Gather, analyse and report all students’ attendance, wellbeing, achievement and progress outcomes to parents
report to the board about progress of target learners and school-wide progress and achievement.
Annually:
evaluate the impact of interventions to identify the most effective strategies and ensure they are used consistently to improve all students’ progress and achievement
evaluate the impact of professional development for teachers in promoting positive outcomes for all students
use findings from community consultation and evaluation to inform and develop the strategic and annual improvement plans.
Actions taken against these next steps are expected to result in:
accelerated learning in reading, writing and mathematics for all students
a localised and responsive curriculum that promotes equity and excellence for all students
staff knowing what is effective in promoting improved student learning outcomes
strengthened responsive practices that support learners to use te reo ona tikanga Māori.
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
28 August 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).