Ramanui School
Contributing · State
- Year levels
- 1–6
- Total roll
- 62
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 85 Fairfield Road, Hāwera
- Territorial authority
- South Taranaki District
- Phone
- 06-2787412
- robyn@ramanui.school.nz
- Website
- http://www.ramanui.school.nz
- Directions
- Get directions
Other schools nearby: schools in Taranaki
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 22
- Māori
- 55
- Pacific
- 5
- Asian
- 2
- 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 | 7 | 1 | 0 | 0 | 0 | 3 | 0 | 9 |
| Year 02 | 10 | 0 | 0 | 0 | 0 | 2 | 0 | 10 |
| Year 03 | 6 | 0 | 1 | 0 | 0 | 4 | 0 | 8 |
| Year 04 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Year 05 | 7 | 1 | 0 | 0 | 0 | 1 | 0 | 7 |
| Year 06 | 11 | 2 | 0 | 0 | 0 | 4 | 0 | 11 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Year 08 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 47 | 4 | 1 | 0 | 0 | 15 | 0 | 52 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 0 | 0 | 0 | 0 | 2 | 0 | 7 |
| Age 06 | 9 | 1 | 0 | 0 | 0 | 2 | 0 | 10 |
| Age 07 | 6 | 0 | 1 | 0 | 0 | 4 | 0 | 8 |
| Age 08 | 7 | 0 | 0 | 0 | 0 | 1 | 0 | 7 |
| Age 09 | 7 | 1 | 0 | 0 | 0 | 1 | 0 | 7 |
| Age 10 | 11 | 2 | 0 | 0 | 0 | 4 | 0 | 11 |
| Age 12 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Total | 47 | 4 | 1 | 0 | 0 | 15 | 0 | 52 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
299.1%
| Ramanui School | 299.1% |
|---|---|
| Taranaki Region | 41.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 104.5% |
|---|---|
| Male | 433.7% |
| Māori | 335.9% |
| Pacific | Not available (source marker: "nd") |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 987.4% |
| Total | 299.1% |
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%
| Ramanui School | 0% |
|---|---|
| Taranaki Region | 4.1% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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%
| Ramanui School | 0% |
|---|---|
| Taranaki Region | 1.6% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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)
- 556
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1953
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 February 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (28 February 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 28 February 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 62 — 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.
June 2019
83
Counted while ERO’s review team was at the school. Education Review Office, report of 6 August 2019
July 2016
51
Counted while ERO’s review team was at the school. Education Review Office, report of 12 September 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 February 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
Ramanui School , located in Hāwera , provides education for students in Years 1 to 6. The school’s mission to provide the spark that kindles the flame of lifelong learning is supported by the values of Rangatiratanga ( self-worth and Independence) , Aroha (love), Manaakitanga (care and respect) and Awhina (help and support) – The RAMA Way.
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
The majority of learners are not yet making sufficient progress.
Achievement information for 2024 shows a small majority of students in reading and mathematics, and a few students in writing, are meeting expected curriculum levels; improvement in learner progress and achievement is required.
Learners have a strong sense of belonging and know and express the school values in their interactions.
School attendance rates are not yet meeting the Ministry of Education 2024 target with less than half of learners attending school regularly; leaders and staff closely monitor and support whānau to improve attendance rates of all learners.
Conditions to support learner success
Leaders are establishing systems and processes to improve outcomes for learners.
Leaders increasingly set clear expectations that prioritise literacy and mathematics teaching focused on improving learner progress and achievement outcomes.
Leaders use internal and external expertise that facilitates the development of the curriculum and knowledge of responsive teaching practices.
Staff promote an inclusive school culture with a clear focus on enhancing learner engagement and wellbeing.
Teachers are taking steps to use consistent teaching, learning and assessment practices.
Teachers increasingly demonstrate a culture of learning and reflection focused on aspects of their teaching practice to improve learner progress and achievement.
Teachers are improving the way they collect and use assessment data; evaluating the impact of teaching and learning programmes on learner outcomes is a next step for leaders and teachers.
Students needing additional learning and behavioural support are provided with effective assistance, this contributes to an inclusive learning environment.
Key conditions and systems that support improved learner outcomes require strengthening.
The board, leaders and staff prioritise a positive school culture that supports students and their families as they work towards reducing barriers to learning and improved learner outcomes.
Strengthening analysis, reporting and use of achievement information is needed, for the board and school leadership to decide on strategic actions focused on improving student outcomes.
Leaders and teachers are beginning to use self-review processes to ensure schoolwide practices focus on learner wellbeing, achievement and engagement; increasing the use of information from a variety of sources to plan for ongoing improvement is a priority.
Part B: Where to next?
The agreed next steps for the school are to:
strengthen the analysis, reporting and use of achievement information to inform responsive teaching practice and school development priorities to improve achievement outcomes for all learners
support teachers to further develop explicit teaching, learning and assessment practices that accelerate learner progress and improve learning outcomes
establish a clear process and increase the use of internal evaluation schoolwide, to monitor the effectiveness of school improvement plans
explore additional strategies to promote regular attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
refine strategies for supporting regular attendance
develop a systematic way to monitor the effectiveness and impact of key improvement actions
Every six months:
moderate, analyse and report to the board on the achievement of all learners, with a particular focus on the progress of learners at risk of underachievement
observe and evaluate teaching across the school, offering personalised feedback and next steps for teachers
leaders and teachers regularly collaborate to discuss successful explicit teaching practices and analyse shifts in attendance and achievement outcomes
Annually:
gather, analyse and report achievement information, including the perspectives of whānau and learners, to identify initiatives that have been most successful in accelerating progress and achievement for all learners
report schoolwide analysed attendance and achievement information to the board, to strategically plan actions that will further improve and sustain learner outcomes.
Actions taken against these next steps are expected to result in:
increased regular attendance rates and improved learner progress and achievement in reading, writing and mathematics
leaders and teachers using data and feedback to collaboratively monitor, track and evaluate the impact of teaching adaptations on learning outcomes
the board, leaders and teachers having a shared understanding of teaching and learning practices and schoolwide initiatives that facilitate and support improved outcomes for learners.
Recommendation to the Ministry of Education
ERO recommends that the Ministry of Education provide tailored support for:
leadership of learning and curriculum.
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
28 February 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).