Te Kura o Pakipaki
Full Primary · State
- Year levels
- 1–8
- Total roll
- 52
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 316 Paki Paki Road, Pakipaki
- Territorial authority
- Hastings District
- Phone
- 06-8789773
- office@pakipaki.school.nz
- Website
- http://pakipaki.school.nz/
- Directions
- Get directions
Other schools nearby: schools in Hastings · 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
All of our kura uniform can be purchased at NZ Uniforms - Heretaunga st, Hastings.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 7
- Māori
- 49
- Pacific
- 12
- 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 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Year 02 | 3 | 1 | 0 | 0 | 0 | 0 | 0 | 3 |
| Year 03 | 3 | 1 | 0 | 0 | 0 | 0 | 0 | 3 |
| Year 04 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Year 05 | 11 | 0 | 1 | 0 | 0 | 1 | 0 | 12 |
| Year 06 | 5 | 1 | 1 | 0 | 0 | 0 | 0 | 5 |
| Year 07 | 4 | 0 | 0 | 0 | 0 | 1 | 0 | 4 |
| Year 08 | 6 | 0 | 1 | 0 | 0 | 1 | 0 | 6 |
| Total | 37 | 3 | 3 | 0 | 0 | 4 | 0 | 39 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Age 06 | 3 | 1 | 0 | 0 | 0 | 0 | 0 | 3 |
| Age 07 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Age 08 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Age 09 | 12 | 1 | 1 | 0 | 0 | 1 | 0 | 13 |
| Age 10 | 5 | 1 | 1 | 0 | 0 | 0 | 0 | 5 |
| Age 11 | 4 | 0 | 0 | 0 | 0 | 1 | 0 | 4 |
| Age 12 | 5 | 0 | 0 | 0 | 0 | 1 | 0 | 5 |
| Age 13 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Total | 37 | 3 | 3 | 0 | 0 | 4 | 0 | 39 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Te Kura o Pakipaki | 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%
| Te Kura o Pakipaki | 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%
| Te Kura o Pakipaki | 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)
- 545
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Rural other
- Date opened
- 4 August 1907
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
- 10 October 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 10 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
is a Years 1 to 8 school
- Years 1 to 8
- Bilingual or immersion provision
- Level 2 Māori medium education
provides level 2 Māori medium education for all 34 students
- Level 2 Māori medium education
The roll ERO recorded, and when
ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 52 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.
September 2018
60
Counted while ERO’s review team was at the school. Education Review Office, report of 26 November 2018
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 10 October 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.
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
Te Kura o Pakipaki is a Years 1 to 8 school located in Pakipaki , Hastings and provides level 2 Māori medium education for all 34 students. All students are of Māori descent, with most affiliated to local iwi , Ngāti Kahungunu . Learners are guided by the schools’ values PAKI: persevere to succeed, achieve excellence, kotahitanga / whanaungatanga and I am Pakipaki .
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 2018 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvement
ERO and the school identified areas for improvement, including improving the progress, achievement acceleration of learning for targeted groups, establishing a consistent approach to teaching and learning informed by curriculum planning, and strengthening internal evaluation capacity.
Findings
The school has not made sufficient progress. The school is yet to improve educational outcomes for all learners. Leadership and governance capabilities have remained unchanged, and the school's internal evaluation processes do not demonstrate the impact or effectiveness of its programs and initiatives on learner outcomes. There has been a progressive decline in attendance and achievement in reading and writing over a sustained period.
Some progress has been made in curriculum planning with the implementation of a Rautaki Reo - Māori language strategy.
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? 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 limited opportunities to learn across the breadth and depth of the curriculum. There is a variable focus on supporting learners to gain 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 is taking steps to improve 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 needs to ensure a physically and emotionally safe learning environment.
Achievement in Years 0 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 small majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing Less than half of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics Almost all learners meet or exceed the expected curriculum level. Results are 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.
Less than half of learners attend school regularly.
The school is behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is 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 is not yet using an appropriate approach and reliable practices to accurately find out about achievement against the curriculum.
Teachers should improve their use of assessment information 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 does not have good quality planning to increase the rate of progress for all groups of students.
The school has not improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has not 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 and/or pānui , tuhituhi and pāngarau 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 and/or intervention to the Ministry of Education.
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
Learners embrace their culture, identity and language, demonstrating a deep and connected understanding of Mātauranga Māori which supports meaningful relationships with mana whenua .
Learners demonstrate an understanding of the school values that promotes engagement, inclusion and wellbeing.
Learners are exposed to skills connected to environmental sustainability through an applied understanding of tikanga Māori protocols and practices.
Leaders and teachers foster a learning environment that promotes te reo and tikanga Māori .
Key priorities
Strengthen the analysis and use of valid, reliable achievement data.
Refine and enhance effective teaching and learning strategies.
Improve progress, achievement and equity in reading and writing and accelerate progress for targeted groups of learners.
Embed a curriculum framework and programme that meets the needs of all learners.
Ensure learners experience the breadth and depth of the New Zealand Curriculum (NZC).
Develop an attendance management strategy to improve chronic absences over time and increase regular attendance towards government targets.
Actions to bring about improvement
Within three months:
leaders and teachers scrutinise achievement data to identify patterns, trends and barriers
leaders and teachers review assessment practices to improve achievement data validity and reliability to inform decision making
teachers and leaders review explicit teaching strategies that are informed by a structured approach to literacy and numeracy
the School Board and leaders improve attendance management strategies using reliable data to inform strategic priorities and targeted actions
Every six months:
leaders and teachers extend achievement data to track and report rates of progress of over time, with a focus on identifying trends and patterns
leaders and the School Board monitor rates of progress through effective analysis of achievement data, and implement appropriate interventions to improve outcomes and progress for targeted learner groups
leaders and teachers analyse the impact and success of teaching and learning programmes and practices, with a focus on reading and writing
leaders and the School Board review attendance management strategies through an on-going cycle of inquiry
Annually:
leaders and the School Board analyse and evaluate achievement data to inform strategic goals and resourcing decisions
leaders and teachers evaluate and strengthen assessment practices to ensure valid and reliable achievement data drives continuous improvement in student outcomes
leaders review teaching and learning programmes to identify strengths and areas of further development to improve overall learner outcomes
the School Board and leaders evaluate the effectiveness of attendance management strategies to increase regular learner attendance towards government targets.
Expected outcomes
Improved progress, achievement and wellbeing for all learners, with a focus on accelerated learning for targeted groups.
Consistent school-wide teaching and learning programmes that lead to improved outcomes in reading and writing.
Increased regular attendance.
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 and the board have identified the following areas of non-compliance during the board assurance process:
complete the necessary safety checks of all contractors who have unsupervised access to children [Schedule 4, number 10, Police Vetting; Education and Training Act 2020; Section 27, 31 Children’s Act 2014; Sections 5 – 8 Children’s (Requirements for Safety Checks of Children’s Workers) Regulation 2015]
evaluate evacuation procedures and report fire drills to Fire and Emergency New Zealand [Section 32 Fire and Emergency (Fire Safety, Evacuation, Procedures, and Evacuation Schemes) Regulations 2018]
report major incidents to WorkSafe as per the guidance issued by the Ministry of Education [Section 56 and 198 Health and Safety at Work Act 2015].
The Board has not yet addressed the areas of non-compliance identified above.
The Board has since addressed the following areas of non-compliance.
carried out identity checks of employees, and these are confidentially stored in the schools’ personnel files as per the guidance issued by the Ministry of Education [Section 27, 31 Children’s Act 2014; Section 5 Children's (Requirements for Safety Checks of Children’s Workers) Regulations 2015]
has a duty to provide a safe physical and emotional environment for students including preventing and reporting child abuse, and the prevention of bullying [Section 123(1) and (2) Education and Training Act 2020; Section 15 Oranga Tamariki Act 1989; Sections 18 and 19 of the Children’s Act 2014]
given priority to reviewing policies, procedures and school practices for managing challenging behaviour and using physical restraint, and ensure parents, students, schools staff, community, BOT and MoE are informed [Section 99, 100, 101 Education and Training Act 2020; Education (Physical Restraint) Rules 2017]
developed and implemented disciplinary procedures aligned to school policy to provide a physically and emotionally safe environment for all students and staff [Section 78-89 Education and Training Act]
followed school policy and legislative requirements regarding the receipt and management of written concerns and complaints. [Schedule 2A Local Government Official Information and Meetings Act 1987; S27 New Zealand Bill of Rights Act 1990; S15 Education (School Boards) Regulations 2020]
Recommendation to the Ministry of Education
ERO recommends that the Ministry of Education provide tailored support for:
the school Board to meet their governance responsibilities, with a focus on health and safety, employment processes and regular attendance
progressing student achievement
improving regular attendance.
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
10 October 2025
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).