Rawene School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 67
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Marmon Street, Rawene
- Territorial authority
- Far North District
- Phone
- 09-4057885
- office@rawene.school.nz
- Website
- https://www.rawene.school.nz
- Directions
- Get directions
Other schools nearby: schools in Northland
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.
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
- At Rawene School 'KA ANGITU' - 'Leading the Way to Success' determines success at all levels of the school. For our students in their learning and in their lives, for our staff in their learning and their lives, for the way we manage our school, for our school whānau and our community. (adopted in July 2015)
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
- Kapa Haka
Kapa Haka will be delivered every Thursday from 9.00 - 11.00pm.
- Kapa Haka
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 16
- Māori
- 56
- Pacific
- 2
- Asian
- 1
- MELAA
- 1
- 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 | 5 | 0 | 0 | 0 | 0 | 1 | 0 | 6 |
| Year 02 | 11 | 1 | 0 | 0 | 0 | 4 | 0 | 13 |
| Year 03 | 10 | 1 | 0 | 0 | 0 | 3 | 0 | 13 |
| Year 04 | 14 | 0 | 0 | 0 | 1 | 3 | 0 | 16 |
| Year 05 | 6 | 0 | 0 | 1 | 0 | 2 | 0 | 8 |
| Year 06 | 2 | 0 | 2 | 0 | 0 | 1 | 0 | 5 |
| Year 07 | 10 | 1 | 0 | 0 | 0 | 1 | 0 | 10 |
| Year 08 | 9 | 2 | 1 | 0 | 0 | 1 | 0 | 10 |
| Total | 67 | 5 | 3 | 1 | 1 | 16 | 0 | 81 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 0 | 0 | 0 | 0 | 1 | 0 | 6 |
| Age 06 | 10 | 1 | 0 | 0 | 0 | 4 | 0 | 12 |
| Age 07 | 11 | 1 | 0 | 0 | 0 | 3 | 0 | 14 |
| Age 08 | 14 | 0 | 0 | 0 | 1 | 3 | 0 | 16 |
| Age 09 | 6 | 0 | 0 | 1 | 0 | 2 | 0 | 8 |
| Age 10 | 2 | 0 | 2 | 0 | 0 | 1 | 0 | 5 |
| Age 11 | 10 | 1 | 0 | 0 | 0 | 1 | 0 | 10 |
| Age 12 | 8 | 2 | 1 | 0 | 0 | 1 | 0 | 9 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 67 | 5 | 3 | 1 | 1 | 16 | 0 | 81 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Rawene School | 0% |
|---|---|
| Northland Region | 52% |
| 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%
| Rawene School | 0% |
|---|---|
| Northland Region | 6.5% |
| 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%
| Rawene School | 0% |
|---|---|
| Northland Region | 2.7% |
| 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)
- 523
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 31 January 1883
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
- 17 December 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (2 December 2022)
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 2 December 2022 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 17 December 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners from Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 17 December 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
Rawene School is located on the shore of the Hokianga Harbour and provides education for learners from Years 1 to 8. Māori learners make up 83% of the school roll, with Pākehā / New Zealand European learners comprising 13%. The school has longstanding connections with the local community.
Rawene School places its vision, ‘ Ka Angitu ’ - Leading the Way to Success at the centre of its teaching and learning. The school culture is underpinned by its six pou : Pūmautanga /excellence, Rangatiratanga /leadership, Auahatanga /creativity, Kaitiakitanga /protection, Manaakitanga /respect and Whanaungatanga /connections .
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 the December 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school evaluated the impact of teacher professional development in literacy on student achievement. The school expected to see teachers using achievement data in literacy effectively to identify and respond to learner needs.
Findings
School leaders focused on improving consistent and high-quality teaching in literacy, supported by effective professional learning and development and the use of achievement data to plan and evaluate programmes. Professional development in literacy supports teachers to strengthen their skills in delivering a structured literacy curriculum to respond to changing need of learners. Staff turnover and the absence of standardised assessment data have impacted its delivery. Learners’ achievement in literacy has remained constant over recent years.
Other findings
Leaders found that creating greater consistency in teaching and a focus on learners who are not yet achieving are priority areas to raise achievement. The use of reliable and standardised assessments is an important next step to enable teachers and leaders to effectively monitor the success of teaching and learning 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 some opportunities to learn across the breadth and depth of the curriculum. There is a variable focus on supporting learners to gain skills in foundational skills in literacy and mathematics. Learners with complex needs require better support 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 is taking steps to improve learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use 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 1 to 6
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 becoming more equitable for all groups of learners.
Mathematics Less than a third 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 target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is 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 should improve their use of 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 not 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 not making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
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
The school reflects its community and school leaders demonstrate an active commitment to Ngāpuhitanga . Students have a strong sense of pride and belonging in their school. Teachers and leaders know learners and their whānau well, relationships are respectful.
The school meets the one hour a day requirement. Teachers use explicit teaching strategies and structured approaches in literacy and mathematics.
The principal has established systems that support a learner-centred school culture and a clear focus on improving learner outcomes. She provides support to colleagues in local schools and creates opportunities for teachers and learners to take on leadership opportunities.
Key priorities
Improve teaching and learning programmes by embedding curriculum updates, identify and use effective teaching strategies to increase engagement and achievement.
Build teacher knowledge and use of assessment information, including the introduction of appropriate standardised assessments in reading and mathematics.
Accelerate achievement in reading, writing and mathematics so that most learners achieve at expected curriculum levels.
Implement and monitor the school’s attendance plan to increase regular attendance.
Actions to bring about improvement
Within three months:
leaders revise the school’s curriculum plan/ Ngā Pou Angitū to incorporate curriculum changes and provide clear expectations for teachers on planning, teaching and assessment
teachers introduce and use appropriate, standardised assessments
teachers set progress and acceleration goals for all learners who are not achieving at expected levels
Within six months:
teachers use standardised assessments as part of their overall teacher judgements in reading, writing and mathematics
the school Board work with community leaders to strengthen the school’s attendance plan
Every six months:
teachers and leaders use achievement data, classroom observations and learner voice to monitor literacy and mathematics programmes
leaders collect and analyse results from a range of appropriate assessment tools to reliably measure progress and achievement across the school
teachers monitor the progress of all learners who need additional support to ensure there is an improvement in achievement
Annually:
leaders and teachers evaluate the success of curriculum development in literacy and mathematics to inform future professional development and resource needs
leaders and the Board use reliable assessments to report on progress and achievement and to inform strategic planning
leaders and the Board evaluate the success of attendance initiatives to improve attendance.
Expected outcomes
Consistently high-quality teaching in reading, writing and mathematics and improved achievement.
Reliable achievement data used regularly by teachers and leaders to set goals and adapt practice.
All learners make sufficient progress in reading, writing and mathematics to improve overall achievement.
Improved attendance to meet Government targets.
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
Actions for compliance
The board and ERO has identified the following areas of non-compliance during the board assurance process:
Safety Checking of Workforce: the board should consider available information to assess and ensure that a thorough risk assessment is carried out for all staff appointed to positions and updated every three years [ Children’s Act 2014].
The Rawene School Board has since addressed the areas of non-compliance identified.
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
17 December 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).