Tawhai School
Contributing · State
- Year levels
- 1–6
- Total roll
- 331
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 69 Glen Road, Stokes Valley, Lower Hutt
- Territorial authority
- Lower Hutt City
- Phone
- 04-5636329
- admin@tawhai.school.nz
- Website
- http://www.tawhai.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
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 starts
- 8.55am
School begins at 8.55am.
- 8.55am
- School day ends
- 3.00pm
school finishes at 3.00pm
- 3.00pm
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
- touch rugby
Children at Tawhai School have opportunities to join touch rugby, basketball, netball, floorball and flipperball teams.
- basketball
Children at Tawhai School have opportunities to join touch rugby, basketball, netball, floorball and flipperball teams.
- netball
Children at Tawhai School have opportunities to join touch rugby, basketball, netball, floorball and flipperball teams.
- floorball
Children at Tawhai School have opportunities to join touch rugby, basketball, netball, floorball and flipperball teams.
- flipperball
Children at Tawhai School have opportunities to join touch rugby, basketball, netball, floorball and flipperball teams.
- swimming programmes
Children will have the opportunity of taking part in swimming programmes and events during the year.
- Girl’s Only Futsal Tournament
The Girls are invited to play in a Girl’s Only Futsal Tournament once a year.
- athletics
Tawhai School is involved in many Zone sports events, including athletics, cross country, netball, football, hockey and swimming.
- cross country
Tawhai School is involved in many Zone sports events, including athletics, cross country, netball, football, hockey and swimming.
- football
Tawhai School is involved in many Zone sports events, including athletics, cross country, netball, football, hockey and swimming.
- hockey
Tawhai School is involved in many Zone sports events, including athletics, cross country, netball, football, hockey and swimming.
- Waterpolo
Waterpolo Tawhai School has 1 team of year 5 & 6 children that play in term 2 and 3 on a Wednesday night at Stokes Valley Pool.
- Lunchtime Arts Club
The Lunchtime Arts Club started up, with Tiare and Katie (Arts Tu Rangatira) organising one lunchtime a week
- touch rugby
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 213
- Māori
- 28
- Pacific
- 44
- Asian
- 63
- MELAA
- 6
- Other
- 3
- 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 | 4 | 11 | 2 | 0 | 36 | 0 | 46 |
| Year 02 | 12 | 16 | 17 | 2 | 3 | 46 | 0 | 72 |
| Year 03 | 7 | 9 | 13 | 2 | 0 | 33 | 0 | 53 |
| Year 04 | 10 | 5 | 8 | 0 | 0 | 42 | 0 | 51 |
| Year 05 | 13 | 10 | 7 | 1 | 1 | 47 | 0 | 66 |
| Year 06 | 9 | 5 | 8 | 0 | 1 | 28 | 0 | 42 |
| Year 07 | 3 | 0 | 1 | 0 | 0 | 6 | 0 | 10 |
| Total | 61 | 49 | 65 | 7 | 5 | 238 | 0 | 340 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 4 | 9 | 1 | 0 | 35 | 0 | 42 |
| Age 06 | 12 | 16 | 14 | 2 | 3 | 45 | 0 | 68 |
| Age 07 | 7 | 9 | 13 | 2 | 0 | 33 | 0 | 53 |
| Age 08 | 10 | 5 | 12 | 1 | 0 | 41 | 0 | 55 |
| Age 09 | 13 | 10 | 9 | 1 | 1 | 46 | 0 | 67 |
| Age 10 | 10 | 5 | 7 | 0 | 1 | 32 | 0 | 46 |
| Age 11 | 2 | 0 | 1 | 0 | 0 | 6 | 0 | 9 |
| Total | 61 | 49 | 65 | 7 | 5 | 238 | 0 | 340 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
33.8%
| Tawhai School | 33.8% |
|---|---|
| Wellington Region | 24.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 66% |
| Māori | 124.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 12.3% |
| Total | 33.8% |
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
15.9%
| Tawhai School | 15.9% |
|---|---|
| Wellington Region | 2.6% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 30.5% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 100.4% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 15.9% |
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
15.4%
| Tawhai School | 15.4% |
|---|---|
| Wellington Region | 0.9% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 29.9% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 97.4% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 15.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 438
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 1970
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
- 7 April 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (15 February 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 15 February 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.
What this report states about the school
As stated in ERO’s report of 7 April 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 to 6
- Years 1 to 6
What ERO wrote in its latest report
This is ERO’s report of 7 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
Tawhai School, located in Stokes Valley, provides education for learners in Years 1 to 6. There are 326 learners on the roll; 55% are Pākehā , 18% are Māori , 16% are Asian and 12% are Pacific. Tawhai School’s vision reflects the community’s aspiration that the school will ‘ poipoia te kakano , kia puawai - nurture the seed and it will blossom‘ .
Progress since February 2023 ERO report
The school expected to see Māori learners’ engagement and achievement improved through the building of positive relationships, cultural capability and learning based partnerships with whānau . Schoolwide achievement information shows that Māori learners’ progress has been accelerated, and they are achieving highly in reading, writing and mathematics. Tu Rangatira student leaders are empowered to take on leadership and mentoring roles in the life of the school by sharing their interests, skills and knowledge with others.
A deliberate strategy to improve and sustain high achievement was put in place by the board, staff and whānau . Regular consultation and kōrero with Māori whānau and Tawhai Rōpu Whānau guide strategic and annual planning and the development and enactment of a rich curriculum. Culturally appropriate practices have been strengthened through staff professional learning in te reo Māori , tikanga Māori and mātauranga Māori .
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.
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 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? School planning and conditions to support high quality education for learners are driving excellent school performance.
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 Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing Most 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 becoming more equitable for all groups of learners.
Attendance
The school is behind 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 is making sufficient progress to meet Government reading, writing and mathematics targets by 2030.
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 high quality planning to increase the rate of progress for all groups of students.
The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has significantly extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards Government reading, writing and mathematics targets and is likely to meet them by 2030.
An explanation of the terms used in the Parent Summary can be found here: Guide to ERO school reports
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
Leaders, well supported by a highly effective board of trustees, share a clear vision for the school strongly based on improving all students’ rates of progress, achievement and wellbeing.
Ongoing evaluative inquiries, undertaken by leaders and teachers, track learner progress and guides teacher planning and teaching. Targeted professional learning builds strong teacher practice that leads to improvements in student achievement and learning outcomes.
Learners at risk of not achieving are well supported, and many have their progress accelerated. Learning programmes are engaging and extend students’ interests, strengths and knowledge.
There are a wide range of effective initiatives in place to enhance students’ wellbeing and sense of belonging. A strong culture of inclusion is modelled and enacted by staff and students.
Structured literacy and mathematics are consistently prioritised in the curriculum. Whānau and key representatives from the local marae are actively involved in the ongoing development of the school’s curriculum.
Key priorities and actions for improvement
The agreed next steps for the school are to:
continue to implement structured literacy and mathematics that promotes student engagement and achievement, and embeds high quality teacher practice
develop aligned, consistent and well understood schoolwide assessment expectations for literacy and mathematics
continue to extend culturally appropriate practices , including the use of te reo Māori , within the school curriculum to promote active student engagement and accelerate the achievement of all learners
continue to monitor and focus on improving schoolwide attendance.
The agreed actions for the next improvement cycle and timeframes are as follows:
Every six months:
review the effectiveness of teachers’ professional practice through classroom observations and learners’ achievement in structured literacy and mathematics; report progress and planned next steps to the board
monitor and report on the development of schoolwide assessment expectations to the board
continue to review the impact of the school curriculum, culturally appropriate practices and the improved use and capability of staff and learners in te reo Māori through teacher and student reflections
report and reflect on the impact of initiatives to improve student attendance; review and strengthen strategies in place
Annually:
analyse schoolwide achievement in structured literacy and mathematics, including that of identified learners; use this data to report to the board, and to strategically plan actions that will improve the achievement and learning outcomes of all
review school assessment processes and expectations; identify initiatives that have been most successful and use this information in schoolwide strategic planning
evaluate the impact and outcomes of the school curriculum, the growth of teachers’ and learners’ use of te reo Māori and cultural practices across the school; strategically plan next steps to further strengthen student engagement and accelerate achievement
evaluate the effectiveness of initiatives employed to increase student attendance; strategically plan implementation for the next year.
Actions taken against these next steps are expected to result in:
students who effectively apply structured learning strategies, improved achievement outcomes and accelerated progress in literacy and mathematics
robust assessment systems and processes that inform teachers’ planning and practice, and support all learners to know how well they are achieving and what they need to learn next
a constantly improving and developing a school curriculum that enables leaders and staff to strengthen their professional practice, deepen schoolwide capability in te reo Māori , and improve the achievement and wellbeing of all learners
improved rates of attendance.
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 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
Sharon Kelly Acting Director of Schools
7 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 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).