Rotokauri School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 237
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 462 Rotokauri Road, Hamilton
- Territorial authority
- Waikato District
- Phone
- 07-8495068
- sverstraten@rotokauri.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
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.
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
- speech program
Our speech program allows students to learn the importance of effective communication.
- Kapa Haka program
Students are able to be immersed in the rich cultural heritage of Aotearoa through our vibrant Kapa Haka program
- school production
Our school production encourages students to showcase their talents in a captivating performance
- Touch
Touch games are played at Swarbrick Park on Mondays for Y7-8 and Thursdays for Y1-6.
- Years 7-8 Waterpolo
Years 7-8 Waterpolo games are played on Sundays at Waterworld between 2pm and 6pm.
- Futsal
- Summer Hockey
- Netball
During Terms Two and Three, Rotokauri School offers Netball and Hockey as winter sports
- Hockey
During Terms Two and Three, Rotokauri School offers Netball and Hockey as winter sports
- speech program
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 166
- Māori
- 50
- Pacific
- 19
- Asian
- 54
- MELAA
- 2
- 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 | 1 | 10 | 1 | 0 | 23 | 0 | 32 |
| Year 02 | 9 | 1 | 9 | 0 | 0 | 36 | 0 | 46 |
| Year 03 | 6 | 1 | 8 | 0 | 0 | 20 | 0 | 28 |
| Year 04 | 9 | 2 | 3 | 0 | 0 | 24 | 0 | 30 |
| Year 05 | 4 | 0 | 6 | 1 | 0 | 22 | 0 | 29 |
| Year 06 | 8 | 3 | 3 | 0 | 0 | 23 | 0 | 28 |
| Year 07 | 5 | 3 | 8 | 0 | 0 | 13 | 0 | 24 |
| Year 08 | 3 | 0 | 3 | 0 | 0 | 16 | 0 | 20 |
| Total | 49 | 11 | 50 | 2 | 0 | 177 | 0 | 237 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 1 | 10 | 1 | 0 | 25 | 0 | 34 |
| Age 06 | 9 | 1 | 10 | 0 | 0 | 34 | 0 | 45 |
| Age 07 | 6 | 1 | 7 | 0 | 0 | 19 | 0 | 26 |
| Age 08 | 9 | 2 | 3 | 0 | 0 | 25 | 0 | 31 |
| Age 09 | 4 | 0 | 6 | 1 | 0 | 22 | 0 | 29 |
| Age 10 | 8 | 3 | 3 | 0 | 0 | 23 | 0 | 28 |
| Age 11 | 4 | 3 | 8 | 0 | 0 | 11 | 0 | 21 |
| Age 12 | 4 | 0 | 3 | 0 | 0 | 16 | 0 | 21 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 49 | 11 | 50 | 2 | 0 | 177 | 0 | 237 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Rotokauri School | 0% |
|---|---|
| Waikato Region | 53.9% |
| 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
30.8%
| Rotokauri School | 30.8% |
|---|---|
| Waikato Region | 6.6% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 57.5% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 41.4% |
| Total | 30.8% |
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
0%
| Rotokauri School | 0% |
|---|---|
| Waikato Region | 2.4% |
| 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
- Rural other
- Date opened
- 30 April 1911
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
- 28 May 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (28 May 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 same report — the board assurance report of 28 May 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO and the board have identified the following areas of non-compliance during the board assurance process:
Students in Year 7 and above need to be provided with appropriate career education and guidance [ section 103, Education and Training Act ].
The school needs to work towards offering students opportunities for learning second or subsequent languages (Years 7-8) [ The New Zealand Curriculum ].
The Board needs to ensure that every incident of physical restraint is reported to the Ministry of Education [ section 100, Education and Training Act ].
The board has not yet addressed the areas of non-compliance identified.
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 237 — 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.
October 2019
207
Counted while ERO’s review team was at the school. Education Review Office, report of 9 December 2019
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 28 May 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
Rotokauri School is located in Hamilton and provides education for students in years 1 – 8. The school vision is articulated as: together we grow; together we learn.
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 students experience positive learning outcomes.
The large majority of students achieve at or above expected curriculum levels in reading, writing and mathematics, with Māori students achieving at comparable levels to their Pākehā peers.
Senior students have lower levels of achievement in mathematics and writing than junior students.
The school is almost meeting Ministry of Education attendance targets overall; however, senior students have significantly lower rates of attendance than junior students.
Conditions to support learner success
Leadership is increasingly well-placed to bring about the key improvements to enhance and sustain positive learning outcomes.
Leadership has developed a useful foundation to guide effective teaching practice to support equitable outcomes for learners.
Clear schoolwide systems and processes for planning, and for identifying and responding to target students has been developed.
Student achievement data is regularly analysed, and student progress is monitored.
Areas for individual and schoolwide professional development are identified and are beginning to be addressed.
Aspects of the school’s curriculum and teaching practices are inclusive and supportive of diverse student learning and wellbeing needs.
Classroom routines and expectations for positive behaviour are well-established and relationships among teachers and students are respectful.
Students with additional needs are supported to learn alongside their peers.
Further development is needed to integrate te ao Māori into the curriculum.
Assessment is not yet being consistently and effectively used to support students’ knowledge about their learning.
Evaluation processes are beginning to be used to identify areas for school improvement and to drive decision-making about action plans.
Regular surveys of students and parents help school leaders identify improvement priorities.
A range of achievement and pastoral care data is regularly collected and analysed.
Evaluation processes need to include systematic monitoring of programmes, interventions, and practices to understand their effectiveness on improving student outcomes.
Part B: Where to next?
The agreed next steps for the school are to:
review the school’s curriculum to recognise the unique position of Māori within New Zealand society, and build teacher capability to integrate te ao Māori , including te reo , into teaching practices
increase schoolwide knowledge, understanding and use of effective assessment, including high-quality formative assessment and feedback
take action to increase the rate of senior students’ regular attendance
strengthen evaluation processes to include systematic monitoring of the impact of strategic improvement actions.
The agreed actions for the next improvement cycle and timeframes are as follows:
Within three months:
identify individual and collective professional development needs related to building capability in te ao Māori and effective assessment-for-learning practices
identify strategies and plan actions to increase senior student attendance.
Every six months:
provide a targeted professional development programme for teachers in response to their identified strengths and needs
review the school’s curriculum to identify where and how to increase meaningful integration of te ao and mātauranga Māori
monitor and report to the board on the impact of student attendance strategies.
Annually:
evaluate the impact of strategic improvement actions, including the extent to which:
teachers are implementing effective practice to respond to students’ needs
student understanding of their own learning has increased
te ao Māori is evident in the enacted curriculum
senior student rates of attendance have improved.
Actions taken against these next steps are expected to result in:
a curriculum that better reflects the place of Māori in New Zealand
increased student engagement in and understanding of their learning and next steps to make progress
improved rates of attendance for senior students.
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
28 May 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 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).