Te Paepae o Aotea
Secondary (Year 7-15) · State
- Year levels
- 7–13
- Total roll
- 869
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 13 Camberwell Road, Hāwera
- Territorial authority
- South Taranaki District
- Phone
- 06-2232000
- not reported
- Directions
- Get directions
Other schools nearby: schools in Taranaki
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
Uniform Requirements All students in 2026 must wear the correct uniform.
- Required
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
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.
- International students
- Accepted, as stated
2026 will be our first intake of International Students as Te Paepae o Aotea.
- Accepted, as stated
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
- Southern Rippa Rugby
- Taranaki Rippa Rugby Tournament
- Hāwera Mixed Basketball Competition
- Hāwera Satellite Netball Competition
- Year 7-8 Cricket
- Rugby 7s
Students can trial for a range of sporting codes, including Basketball, Netball, Rugby 7s, Rippa Rugby, Hockey, Football, Chess, Table Tennis, and Face the Challenge
- Hockey
Students can trial for a range of sporting codes, including Basketball, Netball, Rugby 7s, Rippa Rugby, Hockey, Football, Chess, Table Tennis, and Face the Challenge
- Football
Students can trial for a range of sporting codes, including Basketball, Netball, Rugby 7s, Rippa Rugby, Hockey, Football, Chess, Table Tennis, and Face the Challenge
- Chess
Students can trial for a range of sporting codes, including Basketball, Netball, Rugby 7s, Rippa Rugby, Hockey, Football, Chess, Table Tennis, and Face the Challenge
- Table Tennis
Students can trial for a range of sporting codes, including Basketball, Netball, Rugby 7s, Rippa Rugby, Hockey, Football, Chess, Table Tennis, and Face the Challenge
- Face the Challenge
Students can trial for a range of sporting codes, including Basketball, Netball, Rugby 7s, Rippa Rugby, Hockey, Football, Chess, Table Tennis, and Face the Challenge
- Taranaki Year 7-8 Swimming Championships
represent Te Paepae o Aotea at the Taranaki Year 7-8 Swimming Championships
- Te Paepae o Aotea Senior Kapa Haka
Te Paepae o Aotea Senior Kapa Haka is a dedicated cultural rōpū that works tirelessly throughout the year
- Whakataetae Pae Rangatahi competition
Our students proudly represent our kura at prestigious events such as the Whakataetae Pae Rangatahi competition
- Tarakihi Festival
Our Year 7-8 rangatahi embrace the challenge of preparing for the Tarakihi Festival, showcasing their skills and passion in Term 3.
- Ngā Manu Kōrero
our rangatahi are given the opportunity to participate in Ngā Manu Kōrero, New Zealand’s Māori secondary school speech competition
- New Zealand Race Unity Speech Awards
Te Paepae o Aotea students are encouraged to participate in the annual New Zealand Race Unity Speech Awards
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 633
- Māori
- 401
- Pacific
- 51
- Asian
- 53
- MELAA
- 10
- 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 07 | 74 | 8 | 8 | 2 | 2 | 120 | 0 | 159 |
| Year 08 | 61 | 7 | 3 | 0 | 1 | 105 | 0 | 130 |
| Year 09 | 70 | 6 | 10 | 1 | 1 | 95 | 0 | 145 |
| Year 10 | 65 | 6 | 8 | 0 | 1 | 115 | 0 | 147 |
| Year 11 | 57 | 6 | 4 | 2 | 0 | 96 | 0 | 128 |
| Year 12 | 42 | 4 | 9 | 1 | 1 | 86 | 0 | 113 |
| Year 13+ | 33 | 4 | 7 | 1 | 0 | 63 | 0 | 81 |
| Total | 402 | 41 | 49 | 7 | 6 | 680 | 0 | 903 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 63 | 6 | 7 | 0 | 2 | 99 | 0 | 132 |
| Age 12 | 62 | 8 | 4 | 2 | 1 | 108 | 0 | 136 |
| Age 13 | 66 | 6 | 9 | 1 | 1 | 94 | 0 | 140 |
| Age 14 | 70 | 6 | 8 | 0 | 0 | 118 | 0 | 151 |
| Age 15 | 56 | 6 | 2 | 1 | 1 | 100 | 0 | 129 |
| Age 16 | 48 | 4 | 9 | 2 | 1 | 90 | 0 | 120 |
| Age 17 | 31 | 4 | 6 | 1 | 0 | 59 | 0 | 76 |
| Age 18 | 5 | 1 | 4 | 0 | 0 | 9 | 0 | 16 |
| Age 19+ | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Total | 402 | 41 | 49 | 7 | 6 | 680 | 0 | 903 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
85%
| Te Paepae o Aotea | 85% |
|---|---|
| Taranaki Region | 88.4% |
| Secondary (Year 7-15) | 89.6% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 86.4% |
|---|---|
| Male | 83.8% |
| Māori | 78.6% |
| Pacific | 71.4% |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 88.3% |
| Total | 85% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 1 data (2023-2025)
Percentage with NCEA level 2 or above — 2025
77.4%
| Te Paepae o Aotea | 77.4% |
|---|---|
| Taranaki Region | 79.6% |
| Secondary (Year 7-15) | 83.3% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 79.7% |
|---|---|
| Male | 75.7% |
| Māori | 67.9% |
| Pacific | 57.1% |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 80.6% |
| Total | 77.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 2 data (2023-2025)
Percentage with NCEA level 3 or above — 2025
54.9%
| Te Paepae o Aotea | 54.9% |
|---|---|
| Taranaki Region | 58.2% |
| Secondary (Year 7-15) | 64.5% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 62.7% |
|---|---|
| Male | 48.6% |
| Māori | 46.4% |
| Pacific | 42.9% |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 54.4% |
| Total | 54.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
6.8%
| Te Paepae o Aotea | 6.8% |
|---|---|
| Taranaki Region | 17.3% |
| Secondary (Year 7-15) | 14.7% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 6.8% |
|---|---|
| Male | 6.8% |
| Māori | 5.4% |
| Pacific | 0% |
| Asian | 0% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 7.8% |
| Total | 6.8% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison Vocational Pathway data (2023-2025)
Retention
Percentage staying until at least 17th birthday — 2025
70.7%
| Te Paepae o Aotea | 70.7% |
|---|---|
| Taranaki Region | 76.9% |
| Secondary (Year 7-15) | 83.1% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 76.3% |
|---|---|
| Male | 66.2% |
| Māori | 66.1% |
| Pacific | 57.1% |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 71.8% |
| Total | 70.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
127.9%
| Te Paepae o Aotea | 127.9% |
|---|---|
| Taranaki Region | 41.7% |
| Secondary (Year 7-15) | 43.4% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 94.7% |
|---|---|
| Male | 159.4% |
| Māori | 162.8% |
| Pacific | 172.6% |
| Asian | 46.5% |
| Other | 138% |
| European/Pākehā | 127.6% |
| Total | 127.9% |
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
4.2%
| Te Paepae o Aotea | 4.2% |
|---|---|
| Taranaki Region | 4.1% |
| Secondary (Year 7-15) | 4.6% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 5.2% |
|---|---|
| Male | 3.4% |
| Māori | 5.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 4% |
| Total | 4.2% |
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 Paepae o Aotea | 0% |
|---|---|
| Taranaki Region | 1.6% |
| Secondary (Year 7-15) | 2% |
| 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)
- 509
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 31 December 2022
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
- 30 October 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (30 October 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 30 October 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 30 October 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
Te Paepae o Aotea is a new coeducational state school providing education for students in Years 7 to 15. It opened at the start of the 2023 in response to the closure at the end of 2022 of Hāwera High School and Hāwera Intermediate. The school belongs to the South Taranaki Kāhui Ako . The school hosts an Alternative Education facility offsite.
The school’s values are; Aotea , a caring environment to explore identity, Taupaenui , attainment of human potential and Paepae , courage, adventure, strength and persistence. The whakatauāki is Kia eke atu ki Taepaenui o te tangata , people reaching their full potential.
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
The school is working towards equitable and excellent outcomes for learners .
The majority of Year 7 students achieve at expected curriculum levels for literacy and mathematics; less than half of students in Years 8 to 10 are at expected levels.
The majority of students achieve National Certificate Educational Achievement (NCEA) Levels 1 to 3.
The school has yet to address disparity in achievement and attendance for identified groups of learners.
Few students attend school regularly; an attendance strategy for improvement is in place so that the Ministry target for regular attendance can be achieved.
Conditions to support learner success
Leaders are embedding a culture committed to high quality teaching and improving equity in student outcomes.
Leaders are steadfast in their determination for ongoing improvement and equity in learner outcomes; they increasingly build teachers’ knowledge and capacity to use evidence-based approaches to improve practice.
Leaders and teachers’ model and promote the school’s vision and values through their actions and expectations for curriculum delivery.
Leaders respond quickly to challenges and collaboratively develop considered schoolwide responses and expectations; this supports an increasingly settled school environment for learning.
Learners have an increasingly responsive curriculum that promotes the community-wide vision for learning.
Learners have multiple opportunities to develop literacy and mathematics skills as well as accessing other learning areas of The New Zealand Curriculum ; Individual Learning Programmes help students and whānau align learning to needs, interests and aspirations.
Teachers know their learners well and increasingly use assessment and other information to effectively respond to learners’ strengths and needs.
The curriculum is intentionally designed and implemented to help young people develop the skills to realise their potential.
Planning for improvement of key conditions is increasingly informed by evidence and in partnership with the school’s community.
The establishment board has consulted widely, supporting leaders to implement what the community wants for their young people; a new strategic plan has been developed that directs ongoing improvement-focused priorities.
The board, leaders and staff actively strengthen partnerships with whānau and mana whenua to support Māori learners to achieve educational success as Māori .
Parents and whānau are respected for their views; their opinions are regularly sought to guide ongoing development and strategic improvement.
Leaders and teachers draw on a range of community resources to effectively promote and support learner health, wellbeing and career pathways.
Part B: Where to next?
The agreed next steps for the school are to:
improve learner achievement and progress and to reduce the disparity for identified groups of learners; continue to regularly collect and analyse achievement and progress information and use this to evaluate what is working and who for
raise the rates of regular attendance at school; continue to collect and analyse attendance information to help determine what works best to support improved attendance
continue to develop and refine coherent and meaningful curriculum pathways through the school for all learners
continue to seek and use a wide range of student, whānau and staff voice to support prioritising ongoing improvement
continue to build teacher capacity and capability to respond to a wide range of student learning and pastoral needs.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
collect wellbeing information from students; respond to their expressed needs and aspirations and further inform improvements to programmes
have a fully elected board in place so they can work towards achieving the identified school improvement priorities.
Every six months:
collect and analyse attendance data to ensure strategies are working to engage more learners in attending school regularly
collect, analyse and share achievement data so that teachers and parents can help learners set and achieve their goals and aspirations
collect and analyse a range of feedback from community, teachers and students to help the school know what is working and who for; use this information to make further improvements to programmes and practices.
Annually:
report progress against improvement priorities for better learner outcomes to the community, to help them know what is working and who for
use student, whānau and community voice to inform improvements to curriculum and pastoral support systems.
Actions taken against these next steps are expected to result in:
equitable and improved outcomes for learners particularly in attendance, achievement and wellbeing
coherent and meaningful curriculum pathways through the school with all learners supported to achieve their aspirations
learners and their whānau knowing that their identity, language and culture are valued and nurtured by the school
teachers who respond effectively to a wide range of student learning and pastoral needs.
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
30 October 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).