Tamaoho School
Contributing · State
- Year levels
- 1–6
- Total roll
- 333
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 36 Taikaranga Street, Pukekohe
- Territorial authority
- Franklin Local Board Area
- Phone
- 09-884 9350
- not reported
- Directions
- Get directions
Other schools nearby: schools in Auckland
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
All learners are required to wear the correct school uniform.
- Required
- Term dates
- Term 1, 2026: Monday 2nd February - Thursday 2nd April
Term 1 Monday 2nd February - Thursday 2nd April
Year stated asTerm Dates 2026
- Term 2, 2026: Monday 20th April - Friday 3rd July
Term 2 Monday 20th April - Friday 3rd July
Year stated asTerm Dates 2026
- Term 3, 2026: Monday 20th July - Friday 25th September
Term 3 Monday 20th July - Friday 25th September
Year stated asTerm Dates 2026
- Term 4, 2026: Monday 12th October - 1pm, Wednesday 16th December
Term 4 Monday 12th October - 1pm, Wednesday 16th December
Year stated asTerm Dates 2026
- Term 1, 2026: Monday 2nd February - Thursday 2nd April
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 'Kapa' means to form a line and 'haka' to dance, and it plays a crucial role in our curriculum by honouring the Treaty of Waitangi and nurturing an understanding of Maaori culture and identity. It supports the development of te reo Maaori and tikanga, reinforcing the importance of whanaungatanga— the connection and unity among people. Through kapa haka, our learners embrace these cultural practices, enriching their sense of belonging and fostering a deeper respect for the traditions that shape New Zealand. Details: Mondays and Tuesdays in school for our junior and senior groups.
- Indian Dance
Indian Dance At our school, we honor the cultural identities of all our learners by embracing diverse traditions, such as exploring Indian culture through the vibrant art of dance.
- Pasifika Dance
Pasifika Dance Our Pasifika group celebrates and shares the rich heritage of Pacific Island cultures, providing learners with opportunities to connect with their roots and share their traditions with each other.
- Enviro Club
Our Enviro Club leaders play a pivotal role in shaping environmental projects at our school, meeting every Monday with a teacher
- STEAM Club
We have partnered up with William and Stanley after-school STEAM Club which offers learners the exciting opportunity to dive into Science, Technology, Engineering, Arts and Mathematics through engaging and interactive projects.
- Football Lessons
Football Lessons We have partnered up with Hj Elite Academy to provide learners with the chance to develop their skills on the field while fostering teamwork and sportsmanship.
- Drumming Lessons
Drumming Lessons We want to create as many opportunities for learners as possible to develop their skills as well as keeping it easy for whaanau. We have partnered up with Kids Beats
- Little Hands, Big Melodies
Little Hands, Big Melodies Music is a universal language that embodies one of the highest forms of creativity (one of our Key Skills for learning). We value the importance of the development of music in all our learners. There will be an opportunity for you to book and pay for lessons during school and after school in the following areas: Guitar, Ukulele, Keyboard (Piano) and Vocal Coaching
- Kapa Haka
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 109
- Māori
- 94
- Pacific
- 99
- Asian
- 139
- MELAA
- 11
- 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 | 14 | 14 | 26 | 0 | 1 | 19 | 0 | 53 |
| Year 02 | 16 | 17 | 19 | 3 | 0 | 23 | 0 | 57 |
| Year 03 | 12 | 14 | 21 | 2 | 1 | 13 | 0 | 46 |
| Year 04 | 22 | 17 | 26 | 2 | 1 | 30 | 0 | 66 |
| Year 05 | 11 | 16 | 18 | 1 | 1 | 20 | 0 | 50 |
| Year 06 | 10 | 8 | 17 | 0 | 0 | 12 | 0 | 36 |
| Year 07 | 2 | 1 | 2 | 0 | 0 | 2 | 0 | 4 |
| Total | 87 | 87 | 129 | 8 | 4 | 119 | 0 | 312 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 13 | 13 | 22 | 0 | 1 | 18 | 0 | 47 |
| Age 06 | 16 | 17 | 21 | 2 | 0 | 23 | 0 | 59 |
| Age 07 | 12 | 14 | 23 | 3 | 1 | 15 | 0 | 49 |
| Age 08 | 22 | 18 | 25 | 2 | 1 | 28 | 0 | 65 |
| Age 09 | 10 | 13 | 17 | 1 | 1 | 20 | 0 | 47 |
| Age 10 | 12 | 11 | 19 | 0 | 0 | 13 | 0 | 41 |
| Age 11 | 2 | 1 | 2 | 0 | 0 | 2 | 0 | 4 |
| Total | 87 | 87 | 129 | 8 | 4 | 119 | 0 | 312 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
108.5%
| Tamaoho School | 108.5% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 20.8% |
|---|---|
| Male | 187.6% |
| Māori | 229.6% |
| Pacific | 148.4% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 176.7% |
| Total | 108.5% |
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
37.3%
| Tamaoho School | 37.3% |
|---|---|
| Auckland Region | 3% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 72.4% |
| Māori | 72.6% |
| Pacific | 70.1% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 55.3% |
| Total | 37.3% |
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
17.8%
| Tamaoho School | 17.8% |
|---|---|
| Auckland Region | 1.4% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 34.8% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 52.5% |
| Total | 17.8% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 446
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 31 January 2021
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
- 12 August 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (12 August 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 12 August 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.
What ERO wrote in its latest report
This is ERO’s report of 12 August 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
Tamaoho School opened in 2021 and serves a growing population in Pukekohe . The school roll is culturally diverse and provides education for children in Years 1 to 6. The school’s vision is that children will learn through involvement in their learning. Leaders and the board work with the local iwi of Ngāti Tamaoho .
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 are increasingly equitable in reading and mathematics and are improving for most learners.
Achievement information for 2023 shows that the majority of learners achieve at expected curriculum levels in reading and mathematics; most learners make accelerated progress. Information shows disparity for Māori learners in reading and mathematics; programmes are in place to improve these outcomes.
About half of all learners achieve at expected levels in writing; explicit teaching and structured literacy programmes are having a positive impact on lifting achievement.
Students have a strong sense of belonging and confidently talk about their learning.
Attendance data shows that the school meets national Ministry of Education’s regular attendance targets.
Conditions to support learner success
Improvement-focused leadership provides the drive to realise the school’s vision for learners.
Leadership promotes a culture of relational trust at all levels of the school, providing conditions for collaboration and good quality teaching.
Research-informed evidence used by teachers, improves teaching and learning practices, to help learners engage and succeed.
School leaders, supported by the board, make good use of high-quality internal evaluation findings to resource learning programmes appropriately.
Improvements to teaching are well informed by high quality information, aligned to school priorities for improved learner outcomes.
Teachers and students make good use of the school’s learning progressions to adapt teaching programmes to meet student needs.
Teachers work collaboratively, using a wide range of evidence to improve their practice, and better support learner success.
Leaders collect feedback from staff, whānau , students and community networks to improve curriculum development and teaching and learning.
Key school conditions, including governance, use of evaluation, professional learning, and inclusion, support learners to succeed.
The board uses evidence to make strategic decisions and strong internal review processes inform ongoing improvement focused on learners' progress and achievement.
Leadership ensures effective planning, coordination and evaluation of the curriculum and teaching programmes to meet the needs of learners.
Staff engage in professional learning closely aligned with the school’s improvement goals to improve their practice and support greater learner success.
Leaders and teachers value and support the diverse identities, languages, and cultures of learners and whānau .
Part B: Where to next?
The agreed next steps for the school are to continue to:
closely monitor targets for those learners at risk of not achieving and for parity for Māori learners in literacy and mathematics
sustain cohesive systems to support effective teaching practice and learner success
provide frequent opportunities for using te reo me ōna tikanga Māori in everyday practice
have a clear system that allows learner voice to help shape and influence the overall school culture.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
continue to collect and analyse data to evaluate the impact of initiatives and programmes that enhance student progress and accelerate the achievement of those learners at risk of not achieving
continue to provide regular professional development opportunities to enhance the teaching and learning of writing and monitor impact on learner outcomes
learners can confidently talk about what makes them a ‘good’ Tamaoho learner
ensure learners will have regular opportunities to contribute to decision-making that supports the school's strategic direction
Annually:
continue to review and share processes and practice to ensure the sustainability of high-quality teaching
continue to evaluate the success of using te reo me ōna tikanga Māori in everyday practice
continue to collaborate with whānau to reinforce and support learning partnerships at home.
Actions taken against these next steps are expected to:
support all learners to make accelerated progress in writing and reduce disparity for Māori learners
ensure that effective teaching and learning practices, and internal evaluation is sustained as the school continues to grow
support parents to have a greater understanding of their role in helping their child’s learning.
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
12 August 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 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).