Raureka School
Contributing · State
- Year levels
- 1–6
- Total roll
- 304
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 910 Gordon Road, Raureka, Hastings
- Territorial authority
- Hastings District
- Phone
- 06-8789766
- office@raureka.school.nz
- Website
- http://www.raureka.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hastings · schools in Hawke’s Bay
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 133
- Māori
- 123
- Pacific
- 62
- Asian
- 45
- 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 | 15 | 9 | 6 | 1 | 0 | 9 | 0 | 39 |
| Year 02 | 15 | 10 | 4 | 0 | 0 | 20 | 0 | 41 |
| Year 03 | 15 | 8 | 12 | 1 | 0 | 17 | 0 | 45 |
| Year 04 | 19 | 9 | 5 | 1 | 0 | 24 | 0 | 49 |
| Year 05 | 23 | 4 | 7 | 1 | 1 | 30 | 0 | 50 |
| Year 06 | 20 | 7 | 1 | 1 | 0 | 19 | 0 | 36 |
| Year 07 | 4 | 3 | 1 | 1 | 0 | 6 | 0 | 10 |
| Total | 111 | 50 | 36 | 6 | 1 | 125 | 0 | 270 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 14 | 9 | 6 | 1 | 0 | 8 | 0 | 37 |
| Age 06 | 14 | 9 | 3 | 0 | 0 | 19 | 0 | 38 |
| Age 07 | 17 | 9 | 10 | 1 | 0 | 17 | 0 | 45 |
| Age 08 | 19 | 9 | 8 | 1 | 0 | 25 | 0 | 53 |
| Age 09 | 21 | 4 | 7 | 1 | 1 | 27 | 0 | 47 |
| Age 10 | 22 | 7 | 1 | 1 | 0 | 22 | 0 | 39 |
| Age 11 | 4 | 3 | 1 | 1 | 0 | 7 | 0 | 11 |
| Total | 111 | 50 | 36 | 6 | 1 | 125 | 0 | 270 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
63.8%
| Raureka School | 63.8% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 126.7% |
| Māori | 76.4% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 81.8% |
| Total | 63.8% |
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
33.8%
| Raureka School | 33.8% |
|---|---|
| Hawke's Bay Region | 6.2% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 66.7% |
| Māori | 70% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 30.2% |
| Total | 33.8% |
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
32.9%
| Raureka School | 32.9% |
|---|---|
| Hawke's Bay Region | 3% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 65.9% |
| Māori | 68.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 29.1% |
| Total | 32.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 499
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 9 February 1914
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
- 5
- Last reviewed
- 22 October 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (22 October 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 22 October 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 304 — 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
322
Counted while ERO’s review team was at the school. Education Review Office, report of 27 June 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 22 October 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
Raureka School is located in Hastings and provides education for students in Years 1 to 6. A new principal was appointed in term 4, 2023 and deputy principal in 2024. The school’s vision and values are that ‘ all learners will be connected, confident, curious and strive for personal excellence’ .
The school hosts a unit for Kowhai Specialist School on the school site.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the ERO report of March 2022 the school and ERO have worked together to evaluate the extent professional learning and development in literacy enabled teachers to provide a needs-based writing programme to enhance student engagement and accelerate achievement.
Expected Improvements and Findings
The school expected to see:
Consistent responsive teaching practice and enhanced progress and achievement ensuring equitable literacy outcomes for all.
Writing data shows a positive shift in achievement for Māori and Pacific learners; learners are increasingly engaged, wanting to write and show enjoyment in writing.
Teacher confidence and engagement in the teaching of writing has been strengthened by embedding a consistent approach across the school.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for learners are increasingly equitable.
The majority of students achieve at or above curriculum expectations in reading, writing and mathematics; improving equity for groups of students, including boys, Māori and Pacific learners remains a priority.
School data shows by the end of Year 6, most students achieve curriculum expectations in reading and a large majority in writing and mathematics.
Learners benefit from a school culture that promotes the school values and supports their wellbeing.
The school is close to meeting the Ministry of Education targets for regular attendance; leaders implement a range of strategies to support improved attendance.
Conditions to support learner success
Collaborative leadership set an appropriate number of evidence-based improvement goals.
Feedback from students, whānau , parents and staff inform strategic priorities; these are focused on improving learner outcomes.
Leaders plan purposeful actions to progress improvement goals that are well understood, closely monitored and regularly reported.
Leadership opportunities enable teachers to build their capability and use their strengths across the school so all students can engage school activities that broaden their learning experiences.
Teaching is increasingly intentional and responsive to the different needs of learners.
Learners benefit from orderly environments in which to learn; teachers actively support them to engage and apply new learning.
Established expectations for high quality teaching and curriculum delivery are shared and are increasingly enacted consistently across the school.
Assessment practices focus on gathering timely student progress and achievement information to inform teaching and learning and make resourcing decisions.
Well established, organisational systems and processes support ongoing improvement.
The school provides parents and whānau a wide range of opportunities to be actively involved in their children’s learning.
Students with additional learning needs are identified and well supported by schoolwide systems, and external agencies to engage in learning and make progress.
Professional learning opportunities, the monitoring of planned changes in teaching and learning approaches and to strategic priorities are well aligned to improving student outcomes.
The board represents and works well with the school community to develop the school’s vision and strategic direction, so community aspirations for student outcomes are valued.
Part C: Where to next?
ERO and the school agree the next steps for the school are to:
review schoolwide systems, processes, and practices to ensure they reflect the current direction of the school under the new leadership team
strengthen te reo Māori and tikanga Māori across the school and in everyday classroom practices, giving greater effect to Te Tiriti o Waitangi
continue to embed and evaluate schoolwide structured literacy programmes to continue to respond to students’ identified strengths and needs to improve outcomes
continue to focus on improving attendance rates for all learners.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
undertake a review of schoolwide systems, processes, and practices to inform strategic planning
clearly identify target students to closely monitor their progress and achievement and inform regular reporting
prioritise professional learning and development in structured literacy for teachers of students in years 4 to 6.
Every six months:
monitor and report progress of target learners, and schoolwide progress and achievement including those students who have an individual education plan
review the integration of te reo and tikanga Māori in classroom programmes so that teaching te reo and tikanga are embedded, teachers' capability is developing, and learners are engaged.
Annually:
gather and analyse assessment data to inform next steps for learning and evaluate the effectiveness of teaching programmes
evaluate the outcome of actions taken to progress the school's strategic direction; what has been successful and what needs further development for continued improvement
evaluate the effectiveness of the implemented strategies to improve attendance.
Actions taken against these next steps are expected to result in:
well aligned systems, processes and practices that support improvement priorities moving forward with particular focus on priority learners
embedding the use of te reo Māori and tikanga Māori for all staff and students
improved achievement in literacy; continuity of structured literacy approaches across the school and increased capability of staff to teach literacy
improved attendance outcomes.
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
22 October 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 5 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).