Tarrangower School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 63
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 25 Manson Street, Taumarunui
- Territorial authority
- Ruapehu District
- Phone
- 07-8958960
- office@tarrangower.school.nz
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
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
3.00pm | School Ends
- 3.00pm
- Getting there
- A free bus that runs from the Okahukura area services the school
A free bus that runs from the Okahukura area services our school.
- A free bus that runs from the Okahukura area services the school
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 12
- Māori
- 53
- Pacific
- 7
- Asian
- 2
- 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 | 5 | 2 | 0 | 0 | 0 | 1 | 0 | 7 |
| Year 02 | 8 | 2 | 0 | 0 | 0 | 1 | 0 | 9 |
| Year 03 | 4 | 1 | 0 | 0 | 0 | 1 | 0 | 5 |
| Year 04 | 5 | 0 | 0 | 0 | 0 | 1 | 0 | 5 |
| Year 05 | 7 | 1 | 0 | 0 | 0 | 1 | 0 | 8 |
| Year 06 | 6 | 0 | 0 | 0 | 0 | 1 | 0 | 7 |
| Year 07 | 3 | 1 | 1 | 0 | 0 | 1 | 0 | 5 |
| Year 08 | 8 | 1 | 1 | 0 | 0 | 1 | 0 | 9 |
| Total | 46 | 8 | 2 | 0 | 0 | 8 | 0 | 55 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 2 | 0 | 0 | 0 | 1 | 0 | 7 |
| Age 06 | 7 | 2 | 0 | 0 | 0 | 1 | 0 | 8 |
| Age 07 | 5 | 1 | 0 | 0 | 0 | 1 | 0 | 6 |
| Age 08 | 5 | 0 | 0 | 0 | 0 | 1 | 0 | 5 |
| Age 09 | 6 | 1 | 0 | 0 | 0 | 1 | 0 | 7 |
| Age 10 | 7 | 0 | 0 | 0 | 0 | 1 | 0 | 8 |
| Age 11 | 3 | 1 | 1 | 0 | 0 | 1 | 0 | 5 |
| Age 12 | 8 | 1 | 1 | 0 | 0 | 1 | 0 | 9 |
| Total | 46 | 8 | 2 | 0 | 0 | 8 | 0 | 55 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
164.8%
| Tarrangower School | 164.8% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 227.2% |
| Māori | 182.8% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 164.8% |
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%
| Tarrangower School | 0% |
|---|---|
| Manawatū-Whanganui 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%
| Tarrangower School | 0% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| 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)
- 549
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 16 November 1858
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
- 11 April 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 11 April 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for students in Years 1 – 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 11 April 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
Tarrangower School provides education for students in Years 1 – 8. The current school roll is 50 learners, 85% are Māori with smaller numbers of New Zealand European or Pacific heritage. The school’s mission ‘ Whāia te Iti Kahurangi, ki te tuohu koe me he maunga teitei - Pursue Excellence and if one should bow one's head then let it be only to a lofty mountain’. It is underpinned by the core values of Respect, Akoranga , Whanaungatanga and Excellence . The Ministry of Education is providing support within the school through the appointment of a Limited Statutory Manager in November 2024.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well.
What is the quality of teaching and learning? The school is improving teaching and learning.
How well does the school curriculum respond to all learners needs? Learners have some opportunities to learn across the breadth and depth of the curriculum. There is an increasingly 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? 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 is improving its reporting 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 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading Less than half of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing Less than a third of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Attendance
The school is significantly behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school does not have 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 not making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
Support
During the course of this review ERO had concerns about the quality of education being provided and made recommendations for support to the Ministry of Education.
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
The school curriculum is designed to ensure that learners have access to at least one hour per day in reading, writing and mathematics.
Professional learning and development in structured literacy continues to build teacher capability to support the improvement of achievement outcomes for students
Teachers work collaboratively to develop and implement teaching and learning opportunities that are increasingly inclusive of learners’ language, culture and identity
The board, leaders and staff continue to implement initiatives that strengthen school and community partnerships.
Key priorities and actions for improvement
The agreed next steps for the school are to:
develop an attendance plan and review the effectiveness of current initiatives to increase regular attendance for all students
strengthen structured teaching practices in literacy and mathematics to accelerate progress and overall levels of achievement in reading, writing and mathematics
improve leaders and teachers’ analysis, understanding and use of progress and achievement data to inform and implement improvement priorities.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
develop an attendance plan that includes initiatives known to support increased school attendance
embed structured literacy teaching practices schoolwide and access professional learning to support the implementation of structured mathematics programmes
leaders undertake professional development in the effective analysis and use of learner progress and achievement data to guide continuous improvement
Every six months:
report to the board and community progress towards improving regular rates of attendance
provide professional learning opportunities that strengthen teachers’ understanding and use of effective teaching, learning, assessment and evaluation practices
report to the board on student progress and achievement in reading, writing and mathematics, including the impact of planned actions designed to improve learner outcomes
Annually:
review and report to the board on learner attendance, progress and achievement information to support ongoing strategic decision making and resourcing for improvement
evaluate the impact of teaching, learning and assessment practices on students’ engagement, progress and achievement and use this information to guide next steps.
Actions taken against these next steps are expected to result in:
students attending school regularly
improved progress and achievement outcomes for all students in reading, writing and mathematics
effective use of evaluation that strengthens teaching and learning practices and achievement of school improvement priorities.
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
Recommendation to the Ministry of Education
ERO recommends that the Ministry of Education provide tailored support to the school, in addition to recent appointment of a limited statutory manager to the board, for:
support for teaching and learning, including assessment practices and schoolwide planning and delivery of literacy and mathematics.
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)
11 April 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).