Te Puke Primary School
Contributing · State
- Year levels
- 1–6
- Total roll
- 306
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 43 Cameron Road, Te Puke
- Territorial authority
- Western Bay of Plenty District
- Phone
- 07-5737434
- office@tepukeprimary.school.nz
- Directions
- Get directions
Other schools nearby: schools in Bay of Plenty
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
- Required
A school uniform is compulsory for all pupils and is available from the online shop.
- Required
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
- Kapahaka program
Our Kura takes pride in offering a vibrant Kapahaka program that allows all our tamariki and whānau to come together every Tuesday afternoon at 2:30 pm.
- Kapahaka program
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 110
- Māori
- 128
- Pacific
- 34
- Asian
- 111
- MELAA
- 4
- 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 | 7 | 3 | 17 | 1 | 0 | 11 | 0 | 30 |
| Year 02 | 14 | 5 | 15 | 0 | 0 | 13 | 0 | 37 |
| Year 03 | 27 | 4 | 11 | 0 | 0 | 23 | 0 | 50 |
| Year 04 | 25 | 9 | 16 | 0 | 0 | 25 | 0 | 52 |
| Year 05 | 18 | 5 | 22 | 0 | 0 | 22 | 0 | 57 |
| Year 06 | 25 | 6 | 20 | 2 | 0 | 24 | 0 | 63 |
| Year 07 | 0 | 2 | 0 | 0 | 0 | 4 | 0 | 5 |
| Total | 116 | 34 | 101 | 3 | 0 | 122 | 0 | 294 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 3 | 14 | 0 | 0 | 10 | 0 | 25 |
| Age 06 | 15 | 4 | 12 | 1 | 0 | 14 | 0 | 35 |
| Age 07 | 24 | 5 | 14 | 0 | 0 | 21 | 0 | 50 |
| Age 08 | 22 | 9 | 18 | 0 | 0 | 23 | 0 | 52 |
| Age 09 | 20 | 4 | 19 | 0 | 0 | 23 | 0 | 53 |
| Age 10 | 28 | 7 | 23 | 2 | 0 | 26 | 0 | 73 |
| Age 11 | 1 | 2 | 1 | 0 | 0 | 5 | 0 | 6 |
| Total | 116 | 34 | 101 | 3 | 0 | 122 | 0 | 294 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
150.6%
| Te Puke Primary School | 150.6% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 291.7% |
| Māori | 314.7% |
| Pacific | 155.5% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 117.2% |
| Total | 150.6% |
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
14.9%
| Te Puke Primary School | 14.9% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 29% |
| Māori | 37% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 36.8% |
| Total | 14.9% |
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
14.4%
| Te Puke Primary School | 14.4% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 28.3% |
| Māori | 35.9% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 35.3% |
| Total | 14.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 469
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Small urban area
- Date opened
- 31 August 1883
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
- 8 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 8 October 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
- Bilingual or immersion provision
- Three reo rua classrooms
The school has three reo rua classrooms.
- Three reo rua classrooms
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 306 — 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.
July 2019
373
Counted while ERO’s review team was at the school. Education Review Office, report of 6 September 2019
November 2015
335
Counted while ERO’s review team was at the school. Education Review Office, report of 23 February 2016
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 8 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 Puke Primary School provides education for learners in Years 1 to 6. The school has a roll of 292 students comprising 27% Māori , 32% of Indian descent, 31% Pākehā | New Zealand European, and 9% of Pacific heritage. The school's vision is Identity, Culture, Growth- Ahurea , Tikanga , Whakatipu . The school’s values are Kakama /Active, Kia Māia /Confident, Auaha /Innovative, Kawenga /Responsible . The school has three reo rua classrooms.
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
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? The school is working towards high levels of success and progress for all learners.
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 sufficient opportunities to learn across the breadth and depth of the curriculum. There is a consistent 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? 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 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 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 A small majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics A small majority of 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.
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
This section is about how the school assesses learner progress and achievement.
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
This section is about how well the school supports all learners to make sufficient 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 and/or pānui , tuhituhi and pāngarau targets and is likely to meet them by 2030.
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 are confident and have a strong sense of belonging and pride in their school.
Learners demonstrate well-embedded school values, encouraging their positive wellbeing, in an inclusive environment.
Leadership is increasingly fostering a culture committed to quality teaching and equity and excellence for learners.
The curriculum includes one hour a day of reading, writing and mathematics along with a wider range of learning opportunities.
Structured literacy and mathematics have been fully implemented across all classes, with consistent teaching strategies used.
Leaders and teachers engage in ongoing professional development to build the quality of teaching practice to support learner progress and wellbeing.
Teachers regularly work collectively to review aspects of their teaching practice to support learner progress and achievement.
Key priorities
Raise achievement through accelerated progress in reading, writing and mathematics for students not achieving at the expected level.
Build upon the established connection with iwi to review the school’s curriculum to include more local history connected to te reo Māori , te ao Māori , and mātauranga Māori .
Further develop the school’s use of achievement information for planning, reporting and evaluation.
Improve regular attendance.
Actions to bring about improvement
Within six months:
leaders and teachers identify students whose progress requires acceleration and set a target for 2026 planning and reporting
set achievement targets for students at risk of not achieving at their expected level
leaders and teachers monitor and review initiatives to increase regular attendance, identifying next steps
Annually :
leaders and the Board monitor and evaluate the progress and achievement of all learners and use the findings to adapt and refine teaching and learning programmes
leaders and teachers engage with mana whenua to establish authentic place-based contexts for learning and explore ways to increase community perspectives in reviews of the school’s curriculum
the Board and leaders establish a strategic improvement cycle using schoolwide achievement data to inform ongoing evaluation for improvement
leaders and the Board evaluate, and update strategies designed to improve attendance and plan next steps.
Expected outcomes
Effective rates of accelerated progress across the school in reading, writing and mathematics.
High levels of community engagement within the school drive a rich and authentic curriculum.
Leaders and teachers use an evidence-based approach for planning and decisions about improvement.
Regular attendance levels meet the Government target of 80% by 2030.
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 has identified the following area of non-compliance during the board assurance process:
meet children’s worker safety checking requirements [Children’s Act 2014].
The Board has since addressed the area of non-compliance identified.
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
8 October 2025
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).