Raumati Beach School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 516
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Raumati Road, Raumati Beach
- Territorial authority
- Kapiti Coast District
- Phone
- 04-9025596
- office@raumatibeach.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
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.
- Uniform
Not stated on the school’s website.
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.
- International students
- Accepted, as stated
To become an international student at Raumati Beach School follow these steps:
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 402
- Māori
- 79
- Pacific
- 16
- Asian
- 66
- MELAA
- 16
- Other
- 2
- 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 | 11 | 1 | 5 | 1 | 0 | 51 | 0 | 62 |
| Year 02 | 8 | 3 | 6 | 2 | 0 | 27 | 0 | 40 |
| Year 03 | 8 | 2 | 11 | 2 | 0 | 47 | 0 | 61 |
| Year 04 | 11 | 6 | 5 | 2 | 0 | 42 | 0 | 55 |
| Year 05 | 18 | 2 | 15 | 2 | 0 | 51 | 0 | 68 |
| Year 06 | 10 | 3 | 10 | 2 | 1 | 47 | 0 | 61 |
| Year 07 | 17 | 2 | 14 | 6 | 1 | 77 | 0 | 100 |
| Year 08 | 9 | 3 | 12 | 3 | 0 | 57 | 0 | 70 |
| Total | 92 | 22 | 78 | 20 | 2 | 399 | 0 | 517 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 9 | 1 | 4 | 1 | 0 | 47 | 0 | 56 |
| Age 06 | 9 | 3 | 7 | 1 | 0 | 28 | 0 | 42 |
| Age 07 | 8 | 2 | 9 | 2 | 0 | 43 | 0 | 55 |
| Age 08 | 10 | 5 | 5 | 3 | 0 | 47 | 0 | 61 |
| Age 09 | 19 | 3 | 16 | 2 | 0 | 50 | 0 | 68 |
| Age 10 | 11 | 3 | 11 | 1 | 1 | 48 | 0 | 62 |
| Age 11 | 15 | 2 | 11 | 7 | 1 | 68 | 0 | 90 |
| Age 12 | 7 | 2 | 10 | 3 | 0 | 58 | 0 | 66 |
| Age 13 | 4 | 1 | 5 | 0 | 0 | 10 | 0 | 17 |
| Total | 92 | 22 | 78 | 20 | 2 | 399 | 0 | 517 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
7.6%
| Raumati Beach School | 7.6% |
|---|---|
| Wellington Region | 24.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 14.5% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 9.4% |
| Total | 7.6% |
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%
| Raumati Beach School | 0% |
|---|---|
| Wellington Region | 2.6% |
| 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%
| Raumati Beach School | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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)
- 423
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 31 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
- 14 June 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (14 June 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 14 June 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 516 — 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 2018
639
Counted while ERO’s review team was at the school. Education Review Office, report of 2 August 2018
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 14 June 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
Raumati Beach School is located on the Kapiti Coast and provides education for students in Years 1 to 8. The school’s vision of learning together for tomorrow is supported through the values of Kotahitanga (learn together), Hauora (wellbeing), Manaakitanga (respectful and kind) and Pākikitanga (curiosity).
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
Most learners make sustained progress and achieve well in reading and mathematics.
Achievement information for 2023, show that most learners achieved at or greater than the expected curriculum levels in reading and mathematics; improved outcomes for all in writing remains a focus for teachers.
Strengthening the use of achievement information to inform teaching practice and improve equity of outcome for Māori learners, particularly in writing, is a school priority.
Attendance information from 2023 shows a small majority of learners attend school more than 90% of the time; close monitoring and support is provided by leaders and teachers to improve the attendance of learners.
Conditions to support learner success
Leaders foster a collaborative teaching culture and continually work towards high quality teaching and learning outcomes.
Leaders set improvement goals and targets with a focus on increasing the progress and achievement of learners at risk of not achieving.
Clear expectations for high quality, inclusive teaching and learning practices are monitored; knowing the impact of these practices on learner's progress and improvement is strengthening.
Professional learning needs of staff are well supported and resourced to improve student attendance and learning outcomes.
Teachers are strengthening responsive teaching and assessment practices that are consistent and cohesive across the school.
Staff know learners well and work together to provide purposeful and challenging learning opportunities for all learners.
Learners engage, inquire, and apply new learning within a supportive, positive learning environment.
Leaders and teachers are strengthening the way they collect, analyse and interpret data to better inform teaching and learning.
The school has well aligned systems and practices to support a planned, collaborative approach to improvement and for learner success.
Parents and whānau are respected for what they bring to their child’s learning and their views are actively sought to guide ongoing development and strategic improvement.
Leaders act on evidence gathered through evaluation to make improvements, including regular monitoring and reporting of student attendance, progress and achievement to the board.
The board, leaders and staff continue to actively strengthen partnerships with whānau and mana whenua , to support Māori learners achieving educational success as Māori.
Part B: Where to next?
The agreed next steps for the school are to:
strengthen use of achievement information to inform responsive teaching practices and improve achievement outcomes for all learners, particularly in writing
further develop effective and cohesive teaching practices that enable learners to identify what their next learning steps are and how to go about achieving these
further develop relationships and partnerships with parents and the wider community, using the skills they bring to enhance student learning and improve attendance.
The agreed actions for the next improvement cycle and timeframes are as follows:
Within six months:
conduct a survey with students to enable teachers to identify learner attitudes, strengths and needs that need to be considered
critically evaluate teaching and learning practices to support and promote improved outcomes for all learners, particularly in writing
work with parents to engage and share aspirations for all learners and assist understanding about the correlation between attendance and academic progress and achievement.
Every six months:
moderate, monitor and report on the progress and achievement of all learners, with a focus on all learners succeeding in writing
review and report the effectiveness of responsive practices, through teacher observation, collection of learner voice and learner outcomes to plan future actions
meet and work alongside parents and whānau to sustain active participation in the planning and decision-making of the school.
Annually:
analyse and report schoolwide achievement data to the board, to strategically plan actions that will improve achievement and outcomes for all learners
conduct a wellbeing survey with learners to assist with evaluating the extent of engagement and participation in learning
gather and review parent, whānau and mana whenua voice on the success of partnerships with the school and engagement with their children’s learning.
Actions taken against these next steps are expected to result in:
all learners can talk about their learning, next steps and what they have achieved
consistency of effective and responsive teaching, learning and assessment practices schoolwide, resulting in improved achievement outcomes for all learners, particularly in writing
improved and sustained levels of engagement with parents, whānau and mana whenua , with increased participation in the decision-making process of the school.
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
14 June 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).