Rototuna Primary School
Contributing · State
- Year levels
- 1–6
- Total roll
- 822
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 23 Strathmore Drive, Rototuna, Hamilton
- Territorial authority
- Hamilton City
- Phone
- 07-8532470
- reception@rototunaprimary.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hamilton · 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.
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.
- School day ends
- 3.00pm (home time)
3.00pm Home time
- 3.00pm (home time)
- Uniform
- Required
The school uniform is compulsory for all students.
- Required
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
- The heart also represents our motto/mission: Kia Manawanui - Strong of Heart. Koura, our Rangatira, was strong of heart. We strive to build a culture at our kura (school) that is strong of heart.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 296
- Māori
- 143
- Pacific
- 37
- Asian
- 399
- MELAA
- 84
- Other
- 7
- 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 | 28 | 7 | 75 | 14 | 1 | 59 | 0 | 146 |
| Year 02 | 22 | 10 | 55 | 13 | 5 | 41 | 0 | 118 |
| Year 03 | 16 | 5 | 57 | 16 | 6 | 45 | 0 | 122 |
| Year 04 | 24 | 7 | 65 | 14 | 3 | 40 | 0 | 130 |
| Year 05 | 18 | 7 | 56 | 16 | 3 | 54 | 0 | 129 |
| Year 06 | 18 | 7 | 54 | 14 | 2 | 37 | 0 | 111 |
| Year 07 | 2 | 3 | 8 | 2 | 0 | 12 | 0 | 22 |
| Total | 128 | 46 | 370 | 89 | 20 | 288 | 0 | 778 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 26 | 7 | 73 | 10 | 1 | 55 | 0 | 136 |
| Age 06 | 23 | 11 | 54 | 17 | 5 | 45 | 0 | 124 |
| Age 07 | 15 | 3 | 54 | 16 | 4 | 40 | 0 | 115 |
| Age 08 | 27 | 7 | 71 | 13 | 5 | 46 | 0 | 141 |
| Age 09 | 17 | 8 | 53 | 16 | 3 | 51 | 0 | 122 |
| Age 10 | 17 | 7 | 55 | 15 | 2 | 37 | 0 | 114 |
| Age 11 | 3 | 3 | 10 | 2 | 0 | 14 | 0 | 26 |
| Total | 128 | 46 | 370 | 89 | 20 | 288 | 0 | 778 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
10.2%
| Rototuna Primary School | 10.2% |
|---|---|
| Waikato Region | 53.9% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 7.2% |
|---|---|
| Male | 13% |
| Māori | 75% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 17% |
| Total | 10.2% |
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
6.3%
| Rototuna Primary School | 6.3% |
|---|---|
| Waikato Region | 6.6% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 12% |
| Māori | 46.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 15.6% |
| Total | 6.3% |
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
6.1%
| Rototuna Primary School | 6.1% |
|---|---|
| Waikato Region | 2.4% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 11.7% |
| Māori | 45.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 15.2% |
| Total | 6.1% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 400
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 27 January 2003
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
- 2
- Last reviewed
- 14 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 14 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for learners in Years 1-6
- Years 1 to 6
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 822 — 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.
August 2019
939
Counted while ERO’s review team was at the school. Education Review Office, report of 1 November 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 14 May 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.
About the School
Rototuna Primary School provides education for learners in Years 1-6. There are 735 students on the roll. Students who identify as Asian make up the largest proportion of all learners at 48 percent. 38 percent of learners identify as European and Pākehā , and 14 percent identify as Māori . The school’s vision is ‘Kia Manawanui – Be Strong of Heart’.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high 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 rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported 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 successfully promotes learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range 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 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
The school is approaching 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
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school has good quality planning to increase the rate of progress for all groups of students.
The school has to some extent 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 making progress towards meeting Government reading, writing and mathematics targets for 2030.
Part B: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Learners have a strong sense of belonging, wellbeing and pride in their school; they experience a positive and inclusive learning environment that supports their interests and cultures.
School leaders provide cohesive, focused leadership that increasingly strengthens school conditions to support student success and wellbeing. Strategic planning ensures a clear direction for priorities and targets to improve student outcomes.
The school has embedded the curriculum to increase student engagement, providing authentic and meaningful learning opportunities linked to local contexts and connecting with iwi .
Leaders and teachers have integrated a structured approach to literacy schoolwide; the implementation of structured mathematics is a focus for 2025.
A strong culture of inquiry is evident. Leaders use good quality data to inform strategic decision making, ensuring that professional development effectively builds teacher capability and aligns with the goals of the school.
Teachers work collaboratively and regularly use achievement information and evidence to inform teaching and monitor the impact of their practice.
Key priorities and actions for improvement
The agreed next steps for the school are to:
monitor strategies to sustain and further improve regular attendance
refine the school’s best practice approaches to teaching and learning to align with the new curriculum and assessment developments
embed structured mathematics approaches schoolwide, continuing to build teacher knowledge and practice to enhance and improve achievement outcomes for all learners.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
review school attendance for trends and patterns and adjust the attendance plan as required
review the alignment of teaching and learning approaches in mathematics with the new curriculum and assessment developments, identifying next steps to meet learner needs
Annually:
evaluate the impact of strategies used to further improve students’ regular attendance and report to the board, collaborating on next steps
evaluate progress with embedding structured teaching approaches in mathematics to identify ongoing staff professional development and resourcing
further inquire into student achievement information for all groups of learners to ensure planning for accelerated progress and achievement.
Actions taken against these next steps are expected to result in:
sustained and improved regular student attendance
equitable and excellent outcomes for all learners in reading, writing and mathematics
effective high quality teaching practices in mathematics embedded schoolwide.
Background
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.
At the time of this review there was one international student attending the school.
The school has good systems and processes in place for monitoring the wellbeing and progress of international students. Students are actively included in the school community and have the opportunity to participate in a range of learning experiences.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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 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
Sharon Kelly Director of Schools (Acting)
14 May 2025
Education Counts
This 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 2 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).