Takapau School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 113
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 15 Charles Street, Takapau
- Territorial authority
- Central Hawke's Bay District
- Phone
- 06-8558181
- office@takapau.school.nz
- Website
- http://www.takapau.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hawke’s Bay
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
Wearing the correct school uniform is compulsory at Takapau School and helps promote a sense of belonging and pride in our school.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 76
- Māori
- 55
- Pacific
- 1
- Asian
- 12
- MELAA
- 0
- Other
- 1
- 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 | 8 | 0 | 4 | 0 | 0 | 9 | 0 | 17 |
| Year 02 | 13 | 1 | 4 | 0 | 0 | 15 | 0 | 23 |
| Year 03 | 7 | 0 | 0 | 0 | 0 | 6 | 0 | 11 |
| Year 04 | 9 | 0 | 2 | 0 | 0 | 8 | 0 | 15 |
| Year 05 | 7 | 1 | 1 | 0 | 0 | 14 | 0 | 17 |
| Year 06 | 6 | 0 | 0 | 0 | 1 | 7 | 0 | 13 |
| Year 07 | 7 | 0 | 1 | 0 | 0 | 10 | 0 | 13 |
| Year 08 | 13 | 1 | 2 | 0 | 0 | 15 | 0 | 24 |
| Total | 70 | 3 | 14 | 0 | 1 | 84 | 0 | 133 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 0 | 3 | 0 | 0 | 7 | 0 | 13 |
| Age 06 | 14 | 1 | 2 | 0 | 0 | 16 | 0 | 23 |
| Age 07 | 8 | 0 | 2 | 0 | 0 | 7 | 0 | 14 |
| Age 08 | 9 | 0 | 3 | 0 | 0 | 8 | 0 | 16 |
| Age 09 | 7 | 1 | 1 | 0 | 0 | 13 | 0 | 16 |
| Age 10 | 6 | 0 | 0 | 0 | 1 | 8 | 0 | 14 |
| Age 11 | 6 | 0 | 1 | 0 | 0 | 9 | 0 | 12 |
| Age 12 | 14 | 1 | 2 | 0 | 0 | 12 | 0 | 21 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Total | 70 | 3 | 14 | 0 | 1 | 84 | 0 | 133 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Takapau School | 0% |
|---|---|
| Hawke's Bay Region | 33.6% |
| 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 | Not available (source marker: "nd") |
| 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%
| Takapau School | 0% |
|---|---|
| Hawke's Bay Region | 6.2% |
| 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 | 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%
| Takapau School | 0% |
|---|---|
| Hawke's Bay Region | 3% |
| 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 | 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)
- 496
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 31 May 1879
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
- 15 May 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (10 November 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 10 November 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 15 May 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
catering for 106 students in Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 15 May 2026 — “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
Takapau School is situated in rural Central Hawkes Bay. The school is a full primary school catering for 106 students in Years 1 to 8. The schools’ vision of developing ‘a community of confident, connected, active learners’ is underpinned by the values of respect, responsibility, relationships and resilience.
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 November 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school expected to see a strengthened curriculum that provided equitable learning opportunities alongside embedded culturally responsive and relational teaching practices. It also expected increased and more active participation from whānau and parents to support improved student progress and achievement.
Findings
The school has made progress towards culturally enhancing strategies, with differentiated teaching, structured literacy and mathematics and a stronger focus more evident in teaching practice. Integration of te ao Māori through kapa haka, Māori sports and schoolwide te reo Māori lessons has occurred. A variety of communication strategies, including three-way student, parent and teacher learning conversations, contributed to strengthened whānau engagement.
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? 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 foundational 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.
How well does the school include all learners and promote their engagement and wellbeing? The school reasonably 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 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 8
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 large 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 A small majority 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.
The small majority 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 not yet improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
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
This section is about how well the school supports all learners to make sufficient 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 and/or pānui, tuhituhi and pāngarau 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
Students learn in a warm, inclusive environment that fosters belonging and pride in their learning and the school.
Clear routines and expectations are consistently implemented by staff across the school and teachers know their students well.
Students are actively engaged in learning through relevant learning experiences and contexts that reflect their interests.
Teaching practice focuses on building foundational skills in reading, writing, and mathematics and students have opportunities to apply these skills across the wider curriculum.
Teachers and leaders are committed to engaging in relevant improvement-focused professional development.
New leadership is focused on developing relational trust across the school community and strengthening educational partnerships with external providers, community, and whānau .
The Takapau School Board represents the community and actively supports the school to achieve its goals.
The school continues to strengthen its connections with mana whenua and have developed a schoolwide teaching and learning programme in te reo Māori .
Key priorities
Implement the school’s attendance plan and monitor the impact of initiatives to increase student attendance.
Align assessment practices and curriculum content to the refreshed New Zealand Curriculum.
Improve student progress and achievement in writing, with a focus on boys and Māori students.
Embed schoolwide use of data and internal evaluation systems to support continuous improvement in student outcomes.
Actions to bring about improvement
Within six months:
leaders monitor the effectiveness of attendance planning and initiatives to improve student attendance and adjust where needed
curriculum leaders review implementation of the refreshed New Zealand Curriculum with a focus on assessment, reporting and teaching and learning
teachers implement teaching programmes to improve writing
leaders develop and implement schoolwide information, analysis and evaluation systems, including gathering and use of student wellbeing data
Every six months:
leaders review the impact of attendance plan and refine to further improve attendance
curriculum leaders review implementation of new curriculum and adjust where necessary
teachers review writing achievement data and refine teaching strategies to respond to needs of each learner
leaders monitor and review how well schoolwide data, analysis and evaluation processes are working and refine systems to ensure alignment and consistency
Annually:
the school Board evaluates the impact of attendance planning and strategies used to improve regular attendance to inform decision making about next steps
leaders and teachers monitor, review and update curriculum, assessment and reporting practices to ensure ongoing alignment to the refreshed New Zealand Curriculum
leaders review overall progress and achievement data in writing to identify priorities for continued improvement
leaders and the Board review the school’s data, analysis and evaluation framework to ensure it guides ongoing school improvements in systems and supports learner wellbeing.
Expected outcomes
Regular attendance meets or exceeds the 80% Government target.
Curriculum, assessment and reporting guidelines align with the refreshed New Zealand Curriculum.
Improved progress and achievement outcomes, particularly in writing for boys and Māori learners.
Clear schoolwide data, analysis and evaluation systems that focus on improving learner outcomes.
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
ERO has identified the following area of non-compliance during the board assurance process:
ensure the school’s Education Outside the Classroom (EOTC) policy is implemented with fidelity, and risk management procedures align with relevant legislation and guidelines [Health and Safety at Work Act 2015; Education Outside the Classroom (Ministry of Education)].
The Takapau 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
15 May 2026
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).