Rotorua S D A School
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 45
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 3 Tilsley Street, Glenholme, Rotorua
- Territorial authority
- Rotorua District
- Phone
- 07-3484689
- secretary@sda.rotorua.school.nz
- Directions
- Get directions
Other schools nearby: schools in Rotorua · schools in Bay of Plenty
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 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 2025 When: Date to be confirmed for 24th or 25th November 2025
- Kapa Haka
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 7
- Māori
- 27
- Pacific
- 15
- Asian
- 10
- MELAA
- 0
- 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 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Year 02 | 5 | 4 | 3 | 0 | 0 | 0 | 0 | 9 |
| Year 03 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Year 04 | 3 | 4 | 0 | 0 | 0 | 0 | 0 | 6 |
| Year 05 | 4 | 2 | 0 | 0 | 0 | 1 | 0 | 6 |
| Year 06 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 2 |
| Year 07 | 2 | 2 | 2 | 0 | 0 | 0 | 0 | 6 |
| Year 08 | 4 | 3 | 1 | 0 | 0 | 0 | 0 | 7 |
| Total | 24 | 16 | 6 | 0 | 0 | 2 | 0 | 41 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Age 06 | 5 | 4 | 3 | 0 | 0 | 0 | 0 | 9 |
| Age 07 | 4 | 1 | 0 | 0 | 0 | 0 | 0 | 4 |
| Age 08 | 2 | 2 | 0 | 0 | 0 | 0 | 0 | 4 |
| Age 09 | 4 | 3 | 0 | 0 | 0 | 1 | 0 | 7 |
| Age 10 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 2 |
| Age 11 | 1 | 2 | 1 | 0 | 0 | 0 | 0 | 4 |
| Age 12 | 4 | 2 | 2 | 0 | 0 | 0 | 0 | 8 |
| Age 13 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 24 | 16 | 6 | 0 | 0 | 2 | 0 | 41 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
112.1%
| Rotorua S D A School | 112.1% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 78% |
|---|---|
| Male | 143.5% |
| Māori | 158.3% |
| Pacific | 276.9% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 112.1% |
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%
| Rotorua S D A School | 0% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| 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%
| Rotorua S D A School | 0% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| 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)
- 508
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 3 February 1954
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
- 20 September 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (20 September 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 20 September 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 45 — 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.
February 2019
42
Counted while ERO’s review team was at the school. Education Review Office, report of 12 April 2019
October 2015
40
Counted while ERO’s review team was at the school. Education Review Office, report of 17 December 2015
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 20 September 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
Rotorua S D A School is a small, state-integrated special character school located in central Rotorua . It caters for learners from Years 1 to 8. The school vision and mission state they are: ‘Building for eternity’ and ‘ Developing the character of God and achieving personal excellence.’
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
Outcomes for learners have improved over time and are increasingly equitable.
A large majority of students achieve at expected curriculum levels in reading, writing and mathematics.
Accelerated progress in reading and mathematics is evident for some students.
The majority of students attend regularly; the school has yet to reach the Ministry of Education target for regular attendance.
Conditions to support learner success
Leadership works collaboratively and plans for continuous improvement that prioritises positive student outcomes.
Leadership values and has effectively nurtured a schoolwide culture for professional growth and development.
Increased whānau involvement in decision-making alongside leaders is informing improvement priorities.
Leadership builds educationally focused relationships with a range of providers to increase opportunities for learning and success.
The curriculum and teaching practices are increasingly responsive to student’s learning needs, cultural identity and interests.
Students experience, learn and achieve through a localised curriculum that focuses on building foundational literacy and mathematical knowledge and provides high interest learning experiences.
The classroom learning culture is well-established and consistently characterised by respect, inclusion and collaboration.
Teacher professional development is enhancing teacher practice, however the extent of the impact on student achievement is yet to be fully understood.
Key aspects of school conditions support ongoing improvement.
Students experience a positive and inclusive school culture which supports their engagement in learning.
School leaders and teachers are establishing positive partnerships with whānau and iwi to more effectively respond to the needs of Māori learners.
The board is establishing a better understanding of their collective roles and responsibilities; board members identify they need to participate in governance training opportunities to continue to improve.
Part B: Where to next?
The agreed next steps for the school are to:
improve regular school attendance
embed the use of te reo Māori to respond to whānau aspirations
use an evaluation cycle to formally review the impacts of teacher professional learning on student outcomes
complete the board review of school polices and formalise the review cycle to ensure timely scrutiny.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
review achievement and attendance data for progress against set goals and determine next steps
formally evaluate the impact of professional learning on student achievement and respond accordingly
use classroom observations or other tools to measure progress in the use of te reo Māori
the board to implement a cycle of policy review including the provision for community feedback.
Annually:
extend formal evaluation to other areas of the school with the focus on improving student outcomes, including attendance
review the levels of te reo Māori use schoolwide and set new goals aligned with community aspirations
review initiatives for improving attendance for effectiveness and identify next steps
ensure the school policy review cycle is working effectively.
Actions taken against these next steps are expected to result in:
more students attending regularly
well-informed and effective teacher practice evidenced by improved student outcomes in reading, writing and mathematics
regular use of quality te reo Māori by students and teachers
an informed and current school policy framework that support school operations.
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
20 September 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).