Rapaura School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 107
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 349 Hammerichs Road, Rapaura
- Territorial authority
- Marlborough District
- Phone
- 03-5705752
- office@rapaura.school.nz
- Directions
- Get directions
Other schools nearby: schools in Marlborough
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
Loading zone map…
Zone boundaries shown here are approximate. Ministry of Education data warns these boundaries do not have high spatial precision and can place neighbouring addresses on different sides of a line. This is not a confirmation of enrolment eligibility — always confirm directly with the school. Zone geometry also does not reflect enrolment priority rules (siblings, special character categories, ballots) — it shows the mapped boundary only.
Check if your address is in zone →
Source: Ministry of Education, CC BY 3.0 NZ
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.
- Getting there
- Bus service provided for Year 7/8 students attending Technology classes at Bohally Intermediate, held every second Monday
Our Y7/8 children attend classes at the Technology Centre located at Bohally Intermediate. The classes are held every second Monday. The children use the bus service provided, unless a note is received advising alternative arrangements.
- Bus service provided for Year 7/8 students attending Technology classes at Bohally Intermediate, held every second Monday
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 100
- Māori
- 28
- Pacific
- 6
- Asian
- 2
- MELAA
- 2
- Other
- 1
- 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 | 13 | 0 | 13 |
| Year 02 | 2 | 0 | 0 | 0 | 0 | 9 | 0 | 9 |
| Year 03 | 4 | 1 | 1 | 1 | 1 | 20 | 0 | 22 |
| Year 04 | 4 | 2 | 0 | 0 | 0 | 13 | 0 | 14 |
| Year 05 | 3 | 2 | 1 | 0 | 0 | 15 | 0 | 16 |
| Year 06 | 6 | 2 | 0 | 1 | 0 | 13 | 0 | 17 |
| Year 07 | 3 | 0 | 0 | 0 | 0 | 7 | 0 | 8 |
| Year 08 | 0 | 1 | 0 | 0 | 0 | 6 | 0 | 6 |
| Total | 24 | 8 | 2 | 2 | 1 | 96 | 0 | 105 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 0 | 0 | 0 | 13 | 0 | 13 |
| Age 06 | 2 | 0 | 0 | 0 | 0 | 9 | 0 | 9 |
| Age 07 | 4 | 1 | 1 | 1 | 0 | 18 | 0 | 20 |
| Age 08 | 4 | 2 | 0 | 0 | 1 | 14 | 0 | 15 |
| Age 09 | 3 | 1 | 0 | 0 | 0 | 15 | 0 | 15 |
| Age 10 | 5 | 2 | 1 | 1 | 0 | 13 | 0 | 18 |
| Age 11 | 4 | 1 | 0 | 0 | 0 | 7 | 0 | 8 |
| Age 12 | 0 | 1 | 0 | 0 | 0 | 5 | 0 | 5 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 24 | 8 | 2 | 2 | 1 | 96 | 0 | 105 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Rapaura School | 0% |
|---|---|
| Marlborough Region | 36.2% |
| 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 | 0% |
| 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%
| Rapaura School | 0% |
|---|---|
| Marlborough Region | 4% |
| 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 | 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%
| Rapaura School | 0% |
|---|---|
| Marlborough Region | 1% |
| 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 | 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)
- 418
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1862
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
- 4 April 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 4 April 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
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 107 — 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.
November 2017
155
Counted while ERO’s review team was at the school. Education Review Office, report of 21 February 2018
July 2014
153
Counted while ERO’s review team was at the school. Education Review Office, report of 3 September 2014
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 4 April 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.
About the School
Rapaura School, located in Blenheim, provides education for learners in Years 1 to 8. There are currently 102 learners enrolled in the school. New Zealand European/ Pākehā learners make up most of the school roll with 22% identifying as Māori . Learners are encouraged to know and use the school values Manaakitanga – Respect, Kaitiakitanga – Connecting to and caring for our place, Manawaroa – Resilience to achieve success, Kotahitanga – Unity to reach goals , within an inclusive environment.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.
What is the quality of teaching and learning? Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics. The school is improving teaching and learning.
How well does the school curriculum respond to all learners needs? Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A large 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 equitable for all groups of learners.
Attendance
The school is approaching the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school has 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 Government reading, writing and mathematics and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.
An explanation of the terms used in the Parent Summary can be found here: Guide to ERO school reports
Part B: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Learners express a strong sense of belonging and connectedness to the school values. Learners are well supported through inclusive practices that increasingly address wellbeing needs and have high engagement in learning.
Leadership has strong partnerships with learners, whānau and educators to support engagement and success, especially at transition points. Leaders set strategic priorities in response to evidence-based data.
Structured literacy is embedded across the school; a structured mathematics programme is being implemented.
The school’s use of inquiry learning provides opportunities to meet the needs and interests of learners. Learners needing additional support or extension are clearly identified and planning for them is responsive to their needs.
Leaders and staff work collaboratively and engage in professional learning to strengthen high-quality teaching practices to improve outcomes for all learners.
Leaders and teachers have a collaborative evaluative focus on continual improvement. Assessment information and programmes are analysed well to support next steps and inform resourcing decisions.
Key priorities and actions for improvement
The agreed next steps for the school are to:
strengthen the consistency of assessment practices, processes, analysis and teachers’ response to assessment information
maintain high-quality teaching and learning practices school-wide to further improve and sustain progress and achievement of learners in reading, writing and mathematics
increase positive wellbeing for all learners through the implementation of school-wide engagement and wellbeing practices, systems and processes
improve regular attendance for learners through effective use of strategies.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
engage in professional learning to strengthen assessment practices and school-wide systems
consistently implement school-wide engagement and wellbeing practices, systems and processes to develop a shared understanding to maintain an inclusive school culture
systematically and collaboratively gather, analyse and use progress and achievement information to inform teaching practices and plan for accelerated learning for targeted groups of students
Annually:
gather, analyse and use learner, staff, whānau , community and iwi feedback to continue to maintain positive engagement and wellbeing in the school and inform strategic direction and resourcing decisions
evaluate the impact of professional learning on teaching practices, learner engagement progress and achievement in reading, writing and mathematics
evaluate the effectiveness of attendance strategies on increased regular attendance.
Actions taken against these next steps are expected to result in:
improved learner progress and achievement in reading, writing and mathematics, with accelerated learning for targeted groups
strengthened teaching skills and knowledge in curriculum, assessment and wellbeing practices
an engaging, inclusive and positive school culture for all learners
increased regular attendance.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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 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
4 April 2025
Education Counts
This 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).