Putāruru Primary School
Contributing · State
- Year levels
- 1–6
- Total roll
- 215
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Kennedy Drive, Putaruru
- Territorial authority
- South Waikato District
- Phone
- 07-8837166
- reception@putaruru.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
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.
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.
- Uniform
Not stated on the school’s website.
- Where to buy the uniform
- https://www.thewarehouse.co.nz/search?q=putaruru+school&lang=default&search-button=
Here is the [online ordering link](https://www.thewarehouse.co.nz/search?q=putaruru+school&lang=default&search-button=).
- https://www.thewarehouse.co.nz/search?q=putaruru+school&lang=default&search-button=
- Getting there
- EasyBus provides a convenient and safe transport service for students, ensuring they can travel to and from school with ease.
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
- Te reo Māori, tikanga, and the principles of Manaakitanga – Kindness, care, hospitality, and showing respect for others, Whanaungatanga – Relationships, connection, and a sense of belonging, Kotahitanga – Unity, togetherness, and collective strength are woven throughout our everyday learning and interactions.
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- netball
Throughout the year, our tamariki have opportunities to get involved in a wide range of sports including netball, rugby, rippa rugby, touch, basketball, athletics, swimming, and cross country.
- rugby
Throughout the year, our tamariki have opportunities to get involved in a wide range of sports including netball, rugby, rippa rugby, touch, basketball, athletics, swimming, and cross country.
- rippa rugby
Throughout the year, our tamariki have opportunities to get involved in a wide range of sports including netball, rugby, rippa rugby, touch, basketball, athletics, swimming, and cross country.
- touch
Throughout the year, our tamariki have opportunities to get involved in a wide range of sports including netball, rugby, rippa rugby, touch, basketball, athletics, swimming, and cross country.
- basketball
Throughout the year, our tamariki have opportunities to get involved in a wide range of sports including netball, rugby, rippa rugby, touch, basketball, athletics, swimming, and cross country.
- athletics
Throughout the year, our tamariki have opportunities to get involved in a wide range of sports including netball, rugby, rippa rugby, touch, basketball, athletics, swimming, and cross country.
- swimming
Throughout the year, our tamariki have opportunities to get involved in a wide range of sports including netball, rugby, rippa rugby, touch, basketball, athletics, swimming, and cross country.
- cross country
Throughout the year, our tamariki have opportunities to get involved in a wide range of sports including netball, rugby, rippa rugby, touch, basketball, athletics, swimming, and cross country.
- netball
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 110
- Māori
- 133
- Pacific
- 11
- Asian
- 4
- MELAA
- 4
- 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 | 24 | 4 | 1 | 0 | 0 | 21 | 0 | 37 |
| Year 02 | 14 | 2 | 3 | 1 | 0 | 13 | 0 | 30 |
| Year 03 | 19 | 1 | 0 | 1 | 0 | 17 | 0 | 33 |
| Year 04 | 22 | 2 | 0 | 1 | 0 | 21 | 0 | 39 |
| Year 05 | 26 | 1 | 0 | 1 | 0 | 17 | 0 | 36 |
| Year 06 | 21 | 3 | 2 | 0 | 0 | 11 | 0 | 30 |
| Year 07 | 6 | 0 | 0 | 0 | 0 | 3 | 0 | 9 |
| Total | 132 | 13 | 6 | 4 | 0 | 103 | 0 | 214 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 21 | 4 | 0 | 0 | 0 | 20 | 0 | 33 |
| Age 06 | 16 | 2 | 3 | 1 | 0 | 13 | 0 | 32 |
| Age 07 | 19 | 1 | 1 | 1 | 0 | 16 | 0 | 32 |
| Age 08 | 23 | 2 | 0 | 0 | 0 | 22 | 0 | 40 |
| Age 09 | 23 | 1 | 0 | 2 | 0 | 16 | 0 | 34 |
| Age 10 | 22 | 3 | 2 | 0 | 0 | 13 | 0 | 32 |
| Age 11 | 8 | 0 | 0 | 0 | 0 | 3 | 0 | 11 |
| Total | 132 | 13 | 6 | 4 | 0 | 103 | 0 | 214 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
93.9%
| Putaruru Primary School | 93.9% |
|---|---|
| Waikato Region | 53.9% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 22.8% |
|---|---|
| Male | 169.3% |
| Māori | 87.7% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 83.2% |
| Total | 93.9% |
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%
| Putaruru Primary School | 0% |
|---|---|
| Waikato Region | 6.6% |
| 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 | 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%
| Putaruru Primary School | 0% |
|---|---|
| Waikato Region | 2.4% |
| 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 | 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)
- 539
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 31 December 2003
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 October 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (17 December 2021)
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 17 December 2021 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.
What this report states about the school
As stated in ERO’s report of 10 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
caters for students in Years 1 to 6
- Years 1 to 6
What ERO wrote in its latest report
This is ERO’s report of 10 October 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School 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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the School
Putāruru Primary School caters for students in Years 1 to 6. The school roll is 197 of whom 59% identify as Māori . The school’s values are manaakitanga - kindness, pono - honesty, manawaroa - resilience and whakaute .
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
Improvement and progress
This section is about the progress the school has made since May 2023 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
ERO and the school have worked together to evaluate how effectively formative assessment strategies impact on student achievement outcomes. The school expected to see accelerated progress in literacy and numeracy, consistent use of formative assessment practices and learners who actively make choices about their learning to improve achievement outcomes.
Findings
A schoolwide approach to learning and assessment has been implemented. Achievement data is used to track and monitor progress and to identify the specific learning needs of each student.
Teachers identify individual learning goals and plan accordingly. Whānau regularly access information about the progress their child is making. Student achievement outcomes in literacy and mathematics have improved in 2024.
Students with additional needs are planned for, tracked and monitored. Student voice is fostered in regular learning focused conversations and increasingly used to inform programmes.
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation
How well are learners succeeding? The school is working towards high levels of success and progress for all learners.
What is the quality of teaching and learning? Learners benefit from good quality teaching practice that improves progress and achievement in reading, writing and mathematics.
How well does the school curriculum respond to all learners needs? Learners have sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals.
How well does school planning and conditions support ongoing improvement? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.
How well does the school include all learners and promote their engagement and wellbeing? The school successfully promotes learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.
Student Health and Safety The school board is taking reasonable steps to ensure student health and safety.
Achievement in Years 0 to 8
This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%
Reading A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
Less than half of learners attend school regularly.
The school is behind the Government target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how well the school supports all learners to make sufficient progress.
The school is developing good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets for 2030.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of Strength
Students are engaged in their learning and report that they enjoy the wide range of opportunities enabled by the school’s curriculum.
Leader’s support and guide school’s improvement, fostering increased staff leadership capacity that enables positive change.
School values are being embedded through a te ao Māori approach. Strengthened community partnerships are a priority.
Māori students are achieving at similar rates as their peers in reading and writing.
Teachers implement structured literacy and mathematics programmes across all levels.
Regular attendance significantly improved during Term 1, 2025.
Key priorities
Accelerate the achievement of all students, including raising literacy outcomes schoolwide.
Embed the new English and mathematics curriculum requirements.
Lift the achievement of students at risk of not achieving in mathematics.
Use assessment data more effectively to inform teacher planning to meet the range of student needs.
Improve regular attendance and reduce the number of students who are chronically absent.
Actions to bring about improvement
Within three months:
leaders and teachers engage in professional learning and development to implement structured literacy and mathematics programmes
leaders and teachers develop and implement a plan to lift the achievement of students at risk of not achieving in maths
leaders refine the gathering and analysis of achievement information to guide programme delivery
leaders’ teachers will evaluate attendance strategies and plans to more fully understand what is working
Within six months:
leaders and teachers fully implement structured literacy and structured mathematics across the school
Every six months:
leaders use achievement information to refine teacher planning to respond to student needs
leaders report to the School Board on trends and patterns in regular attendance and chronic absences to identify actions to improve student engagement
Annually:
leaders review the effectiveness of the implementation of the English and mathematics curriculum documents on improving student outcomes, including the accelerated progress of target students
the School Board and leaders further inquire into the use of achievement information to inform planning and teaching and determine the impact of programme delivery on student achievement outcomes
the School Board and leaders review the school’s progress towards increasing regular attendance and engagement to inform the ongoing targeted strategies and planning.
Expected outcomes
Improved student outcomes in literacy and mathematics.
More effective teaching strategies that accelerate and lift achievement outcomes.
Regular attendance improves and students are more engaged in learning.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements.
Board Assurance with Regulatory and Legislative Requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
The next public report on ERO’s website will be a School Report and is due within four 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 Director of Schools
10 October 2025
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).