Taipa Area School
Composite · State
- Year levels
- not reported
- Total roll
- 421
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 578 State Highway 10, Taipa
- Territorial authority
- Far North District
- Phone
- 09-4060159
- office@taipa.school.nz
- Website
- http://www.taipa.school.nz
- Directions
- Get directions
Other schools nearby: schools in Northland
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.
- Uniform
- Required
School Uniform - Green polo shirt with school logo - Black shorts or pants - Green zipped polar fleece with school logo
- Required
- Getting there
- Bus routes designed by the Ministry of Education, with Ritchies Transport in Kaitaia as the transport service provider (09) 408 3008; school bus co-ordinator Dwayne Walsh
Transport service providers (in our case Ritchies Transport in Kaitaia) decide where the safest stops are along the route.
- Bus routes designed by the Ministry of Education, with Ritchies Transport in Kaitaia as the transport service provider (09) 408 3008; school bus co-ordinator Dwayne Walsh
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 139
- Māori
- 328
- Pacific
- 28
- Asian
- 11
- 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 | 7 | 3 | 0 | 0 | 0 | 3 | 0 | 9 |
| Year 02 | 11 | 1 | 0 | 0 | 0 | 1 | 0 | 11 |
| Year 03 | 13 | 0 | 0 | 0 | 0 | 2 | 0 | 15 |
| Year 04 | 13 | 2 | 0 | 0 | 0 | 2 | 0 | 14 |
| Year 05 | 25 | 1 | 0 | 0 | 0 | 2 | 0 | 27 |
| Year 06 | 17 | 3 | 0 | 0 | 0 | 3 | 0 | 19 |
| Year 07 | 36 | 2 | 1 | 0 | 1 | 12 | 0 | 41 |
| Year 08 | 29 | 3 | 0 | 0 | 0 | 10 | 0 | 34 |
| Year 09 | 41 | 3 | 2 | 0 | 2 | 16 | 0 | 53 |
| Year 10 | 36 | 2 | 1 | 0 | 0 | 27 | 0 | 59 |
| Year 11 | 59 | 1 | 0 | 1 | 1 | 27 | 0 | 82 |
| Year 12 | 36 | 2 | 0 | 0 | 0 | 9 | 0 | 42 |
| Year 13+ | 25 | 4 | 1 | 0 | 0 | 4 | 0 | 28 |
| Total | 348 | 27 | 5 | 1 | 4 | 118 | 0 | 434 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 3 | 0 | 0 | 0 | 3 | 0 | 9 |
| Age 06 | 12 | 1 | 0 | 0 | 0 | 1 | 0 | 12 |
| Age 07 | 13 | 0 | 0 | 0 | 0 | 2 | 0 | 15 |
| Age 08 | 12 | 2 | 0 | 0 | 0 | 2 | 0 | 13 |
| Age 09 | 25 | 1 | 0 | 0 | 0 | 2 | 0 | 27 |
| Age 10 | 17 | 3 | 0 | 0 | 0 | 3 | 0 | 19 |
| Age 11 | 31 | 2 | 1 | 0 | 1 | 12 | 0 | 36 |
| Age 12 | 28 | 2 | 0 | 0 | 0 | 8 | 0 | 32 |
| Age 13 | 45 | 4 | 2 | 0 | 1 | 16 | 0 | 56 |
| Age 14 | 32 | 2 | 1 | 0 | 1 | 27 | 0 | 56 |
| Age 15 | 61 | 1 | 0 | 1 | 1 | 25 | 0 | 82 |
| Age 16 | 36 | 2 | 0 | 0 | 0 | 10 | 0 | 43 |
| Age 17 | 26 | 4 | 1 | 0 | 0 | 6 | 0 | 30 |
| Age 18 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 4 |
| Total | 348 | 27 | 5 | 1 | 4 | 118 | 0 | 434 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
72.6%
| Taipa Area School | 72.6% |
|---|---|
| Northland Region | 82.3% |
| Composite (Year 1-15) | 91.4% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 69% |
|---|---|
| Male | 75.8% |
| Māori | 72.2% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 81.8% |
| Total | 72.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 1 data (2023-2025)
Percentage with NCEA level 2 or above — 2025
58.1%
| Taipa Area School | 58.1% |
|---|---|
| Northland Region | 72.1% |
| Composite (Year 1-15) | 86% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 58.6% |
|---|---|
| Male | 57.6% |
| Māori | 57.4% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 54.5% |
| Total | 58.1% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 2 data (2023-2025)
Percentage with NCEA level 3 or above — 2025
27.4%
| Taipa Area School | 27.4% |
|---|---|
| Northland Region | 48.3% |
| Composite (Year 1-15) | 71.7% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 27.6% |
|---|---|
| Male | 27.3% |
| Māori | 27.8% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 9.1% |
| Total | 27.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
8.1%
| Taipa Area School | 8.1% |
|---|---|
| Northland Region | 16.8% |
| Composite (Year 1-15) | 16% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 13.8% |
|---|---|
| Male | 3% |
| Māori | 7.4% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 9.1% |
| Total | 8.1% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison Vocational Pathway data (2023-2025)
Retention
Percentage staying until at least 17th birthday — 2025
59.7%
| Taipa Area School | 59.7% |
|---|---|
| Northland Region | 72.9% |
| Composite (Year 1-15) | 86.6% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 62.1% |
|---|---|
| Male | 57.6% |
| Māori | 61.1% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 54.5% |
| Total | 59.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
114.3%
| Taipa Area School | 114.3% |
|---|---|
| Northland Region | 52% |
| Composite (Year 1-15) | 26.5% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 58.4% |
|---|---|
| Male | 158.1% |
| Māori | 140.6% |
| Pacific | 150.7% |
| Asian | 0% |
| Other | 122.5% |
| European/Pākehā | 19.1% |
| Total | 114.3% |
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
16.9%
| Taipa Area School | 16.9% |
|---|---|
| Northland Region | 6.5% |
| Composite (Year 1-15) | 3.2% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 10.5% |
|---|---|
| Male | 22% |
| Māori | 18.2% |
| Pacific | 33.3% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 5.6% |
| Total | 16.9% |
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
12.4%
| Taipa Area School | 12.4% |
|---|---|
| Northland Region | 2.7% |
| Composite (Year 1-15) | 1.2% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 8.2% |
|---|---|
| Male | 15.6% |
| Māori | 14% |
| Pacific | 46.4% |
| Asian | Not available (source marker: "nd") |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 12.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 530
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Rural settlement
- Date opened
- 16 February 1959
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
- 26 May 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (26 May 2023)
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 26 May 2023 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 421 — 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
297
Counted while ERO’s review team was at the school. Education Review Office, report of 25 October 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 26 May 2023 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within nine months of the Education Review Office and Taipa Area School working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
Taipa Area School is in Doubtless Bay, Te Tai Tokerau and provides education for students in Years 1 to 13. Most students are of Māori heritage who whakapapa to the local hapū and iwi of Ngāti Kahu . The school’s vision is Kia ngātahi te hoe, Kia whakatere te waka ki uta : Navigate together for success.
Taipa Area School’s strategic priorities for improving outcomes for learners are:
to connect: to create connections within our community
to belong: to create a sense of belonging
to persevere: to create a culture of perseverance
to feel safe: to enable all within our community to feel safe within it
to engage: to create opportunities to engage students in their own learning
to achieve: all students can achieve success no matter what their pathway.
You can find a copy of the school’s strategic and annual plan on Taipa Area School’s website.
ERO and the school are working together to evaluate how effectively culturally responsive and relational teaching practices are promoting positive outcomes for all learners.
The rationale for selecting this evaluation is to:
promote learners’ sense of belonging and connection to the school and confidence in their identities, languages and cultures
respond to the aspirations and views of whānau , hapū and iwi
build teaching capability to improve the impact of teaching on learning and achievement for all learners
strengthen inclusive practices to support the needs of diverse learners.
The school expects to see:
learners who demonstrate agency and are well supported to improve their achievement outcomes
culturally responsive relationships and effective teaching that are focused on the learning and wellbeing of each learner
increased learner engagement and attendance.
Strengths
The school can draw from the following strengths to support its goal to evaluate how effectively culturally responsive and relational teaching practices are promoting positive outcomes for all learners:
meaningful connections, communication and relationships with whānau , hapū and iwi
leadership is committed to promoting the school’s vision and values and to progressing a culturally responsive, improvement-focused approach
conditions, structures, systems and processes to support learner wellbeing are being strengthened and refined.
Where to next?
Moving forward, the school will prioritise:
continued professional development which builds teaching capability in culturally responsive and relational teaching practices
strengthening the responsiveness of the localised curriculum
developing student agency to co-construct learning pathways which improve their learning outcomes.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director of Schools
26 May 2023
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).