Pukepoto School
Contributing · State
- Year levels
- 1–6
- Total roll
- 26
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Awaroa Road, Pukepoto
- Territorial authority
- Far North District
- Phone
- 09-4094557
- admin@pukepoto.school.nz
- Directions
- Get directions
Other schools nearby: schools in Northland
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
- VALUES STATEMENT
- Pukepoto School will be a school where:
- staff, students and parents feel pride in belonging to the school,
- the rights of all are respected,
- efforts and achievements are acknowledged,
- all contributions are valued,
- responsibility for one’s own learning is encouraged,
- a love of learning is actively promoted,
- a concerted effort is made to build self-esteem.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 6
- Māori
- 25
- Pacific
- 4
- Asian
- 0
- MELAA
- 1
- 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 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Year 02 | 5 | 2 | 0 | 0 | 0 | 1 | 0 | 6 |
| Year 03 | 6 | 0 | 0 | 0 | 0 | 1 | 0 | 6 |
| Year 04 | 4 | 0 | 0 | 0 | 0 | 2 | 0 | 4 |
| Year 05 | 6 | 0 | 0 | 0 | 0 | 2 | 0 | 6 |
| Year 06 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Total | 25 | 2 | 0 | 0 | 0 | 7 | 0 | 26 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 06 | 4 | 2 | 0 | 0 | 0 | 1 | 0 | 5 |
| Age 07 | 5 | 0 | 0 | 0 | 0 | 1 | 0 | 5 |
| Age 08 | 5 | 0 | 0 | 0 | 0 | 2 | 0 | 5 |
| Age 09 | 6 | 0 | 0 | 0 | 0 | 1 | 0 | 6 |
| Age 10 | 4 | 0 | 0 | 0 | 0 | 2 | 0 | 4 |
| Total | 25 | 2 | 0 | 0 | 0 | 7 | 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%
| Pukepoto School | 0% |
|---|---|
| Northland Region | 52% |
| Contributing | 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%
| Pukepoto School | 0% |
|---|---|
| Northland Region | 6.5% |
| Contributing | 3.5% |
| 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%
| Pukepoto School | 0% |
|---|---|
| Northland Region | 2.7% |
| Contributing | 1.5% |
| 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)
- 560
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1877
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 April 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (10 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 10 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 26 — 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.
May 2016
37
Counted while ERO’s review team was at the school. Education Review Office, report of 20 June 2016
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 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 24 months of the Education Review Office and Pukepoto 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
Pukepoto School is in Pukepoto , Northland and caters for learners in Years 1-6. The school’s mission is ‘ Whakatau matauranga mo ngā tamariki hei ara ki te ao ’ to provide an education for tamariki that will prepare them for life, and to realise the school’s vision where all learners are empowered to achieve excellence within an inclusive learning culture. Pukepoto School is a member of Te Kāhui Tai Kura o Te Hiku .
Pukepoto School’s current strategic priorities for improving outcomes for learners are to:
raise student achievement for all ākonga
sustain an environment that maximises educational outcomes for all ākonga
strengthen learning partnerships with parents, whānau and community.
You can find a copy of the school’s strategic and annual plan on Pukepoto School’s website.
ERO and the school are working together to evaluate how well the school’s vision, values and strategic priorities are realised in programmes of learning that promote equitable and excellent outcomes for all ākonga .
The rationale for selecting this evaluation is:
as part of its strategic planning the school has a goal to review and refresh the school vision and values
local curriculum design will further reflect the aspirations of the community
teachers and leaders are committed to working with parents and whānau to strengthen learning- focused partnerships.
The school expects to see:
leaders and teachers using a range of evaluation evidence to set, develop and review strategic priorities
a responsive local curriculum where ākonga , teachers, parents and whānau set challenging and appropriate expectations for learning
learning-focused partnerships where whānau engagement enhances the learning opportunities, achievement and wellbeing of all ākonga .
Strengths
The school can draw from the following strengths to support its goal to evaluate how well the school’s vision, values and strategic priorities are realised in programmes of learning that promote equitable and excellent outcomes for all ākonga :
collaborative leadership and dedicated staff who are committed to improving the engagement, progress and achievement of all ākonga
learners express a strong sense of belonging and connection to the school’s inclusive learning environment
teachers are committed to inclusive practices for improved ākonga outcomes.
Where to next?
Moving forward, the school will prioritise:
using evaluative approaches to develop the school’s strategic priorities, vision and values
local curriculum design that reflects the aspirations of learners, parents, whānau and community
ākonga , parents and whānau sharing understandings of effective learning-focused partnerships.
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
10 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).