Te Awamutu Primary School
Contributing · State
- Year levels
- 1–6
- Total roll
- 590
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 401 Teasdale Street, Te Awamutu
- Territorial authority
- Waipa District
- Phone
- 07-8715378
- office@taps.school.nz
- Website
- http://www.taps.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
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
Not stated on the school’s website.
- Term dates
- Term 1, 2026: Monday 2 February – Thursday 2 April
Term 1 Monday 2 February – Thursday 2 April
Year stated as2026 Term Dates
- Term 2, 2026: Monday 20 April – Friday 3 July
Term 2 Monday 20 April – Friday 3 July
Year stated as2026 Term Dates
- Term 3, 2026: Monday 20 July - Friday 25 September
Term 3 Monday 20 July - Friday 25 September
Year stated as2026 Term Dates
- Term 4, 2026: Monday 12 October – Wednesday 16 December
Term 4 Monday 12 October – Wednesday 16 December
Year stated as2026 Term Dates
- Term 1, 2026: Monday 2 February – Thursday 2 April
- Getting there
- The school is serviced by 4 bus runs provided by Go Bus, shared with Te Awamutu College, Te Awamutu Intermediate and other surrounding Te Awamutu schools, with Te Awamutu College a transfer point for some routes.
Our school is serviced by 4 bus runs provided by Go Bus. This service is shared with Te Awamutu College, Te Awamutu Intermediate, and other surrounding Te Awamutu schools.
- The school is serviced by 4 bus runs provided by Go Bus, shared with Te Awamutu College, Te Awamutu Intermediate and other surrounding Te Awamutu schools, with Te Awamutu College a transfer point for some routes.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 412
- Māori
- 200
- Pacific
- 29
- Asian
- 60
- MELAA
- 22
- 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 | 31 | 5 | 12 | 1 | 0 | 57 | 0 | 81 |
| Year 02 | 23 | 2 | 9 | 2 | 0 | 66 | 0 | 93 |
| Year 03 | 31 | 3 | 5 | 2 | 0 | 57 | 0 | 87 |
| Year 04 | 33 | 4 | 9 | 3 | 0 | 76 | 0 | 101 |
| Year 05 | 34 | 5 | 8 | 7 | 0 | 75 | 0 | 109 |
| Year 06 | 42 | 3 | 10 | 3 | 0 | 76 | 0 | 107 |
| Year 07 | 4 | 1 | 0 | 2 | 0 | 22 | 0 | 24 |
| Total | 198 | 23 | 53 | 20 | 0 | 429 | 0 | 602 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 26 | 4 | 10 | 1 | 0 | 54 | 0 | 73 |
| Age 06 | 25 | 3 | 9 | 2 | 0 | 67 | 0 | 95 |
| Age 07 | 31 | 3 | 6 | 1 | 0 | 54 | 0 | 83 |
| Age 08 | 35 | 4 | 10 | 4 | 0 | 78 | 0 | 107 |
| Age 09 | 32 | 4 | 6 | 6 | 0 | 69 | 0 | 101 |
| Age 10 | 42 | 4 | 12 | 5 | 0 | 81 | 0 | 115 |
| Age 11 | 7 | 1 | 0 | 1 | 0 | 26 | 0 | 28 |
| Total | 198 | 23 | 53 | 20 | 0 | 429 | 0 | 602 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
39.3%
| Te Awamutu Primary School | 39.3% |
|---|---|
| Waikato Region | 53.9% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 18.1% |
|---|---|
| Male | 59.1% |
| Māori | 58.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 44% |
| Total | 39.3% |
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
0%
| Te Awamutu Primary School | 0% |
|---|---|
| Waikato Region | 6.6% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| 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%
| Te Awamutu Primary School | 0% |
|---|---|
| Waikato Region | 2.4% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| 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)
- 461
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium 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
- 21 May 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 21 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for students in Years 1 to 6
- Years 1 to 6
What ERO wrote in its latest report
This is ERO’s report of 21 May 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
Te Awamutu Primary School provides education for students in Years 1 to 6. Māori learners make up 31% of the school roll, European/ Pakeha 53%, and a growing ethnic diversity of 16%.
The school values of Haepapa – Take Responsibility; Whakaute – Act Respectfully; Whakawhanaungatanga – Building positive Relationships; Aumangea – Show Resilience , are embedded schoolwide and support learners’ wellbeing and inclusion.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from good 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 ongoing improvement to the quality of education for learners are well established.
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 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
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 large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics A large majority of 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 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 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 for 2030.
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
Student achievement in reading and mathematics has improved overtime, with notable improvement for Māori learners in these curriculum areas.
Leaders and teachers work collaboratively to progress outcomes of equity and excellence for all learners.
A structured literacy approach is embedded in the school.
Curriculum leaders with expertise in structured literacy and mathematics support ongoing professional learning and implementation of curriculum expectations.
Established systems support monitoring of student progress in literacy and mathematics.
Key priorities and actions for improvement
The agreed next steps for the school are to:
progress the achievement for all learners in reading, writing and mathematics, with a particular focus on accelerated progress for those not yet meeting curriculum expectations
strengthen consistency of quality teaching, learning and assessment practices in reading, writing and mathematics
refine the use of internal evaluation practices to inform schoolwide improvement priorities and supporting actions
improve regular attendance for all students, to meet Government targets.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
identify teachers’ strengths and development needs within literacy and mathematics and provide professional learning to support consistency of quality teaching and learning
review how effectively teachers use student progress and achievement data in literacy and mathematics to respond to learner needs
review schoolwide systems of internal evaluation and identify areas for refinement and implementation
Every six months:
review the consistency of teaching, learning and assessment practices within literacy and mathematics, and the impact on learners’ progress and achievement
monitor accelerated progress for learners identified as underachieving or at risk of underachieving in literacy and mathematics
review the implementation and impact of internal evaluation systems on learner progress and achievement outcomes
monitor and report on the impact of strategies used to improve regular attendance rates for all learners
Annually:
evaluate improvements in reading, writing and mathematics outcomes for all learners; identify what is having the most impact for learners and what areas need further strengthening
analyse accelerated progress and achievement for learners at risk of not meeting curriculum expectations; confirm the most effective and responsive teaching practices to support further development
assess the effectiveness of internal evaluation processes to understand and validate practices that positively impact and make the biggest difference for all learners
evaluate patterns in attendance for all learners and use this information to identify next steps to continue increasing regular rates of attendance.
Actions taken against these next steps are expected to result in:
equitable and excellent progress and achievement outcomes for all learners in reading, writing and mathematics
consistent high-quality teaching, learning and assessment practices in literacy and mathematics
embedded systems and processes for internal evaluation that ensure sustainability of valued educational outcomes for all learners
improved rates of regular attendance for all learners.
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 Director of Schools (Acting)
21 May 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).