Te Puna School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 248
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 225 Te Puna Road, Te Puna
- Territorial authority
- Western Bay of Plenty District
- Phone
- 07-5525715
- admin@tepuna.school.nz
- Website
- http://www.tepuna.school.nz
- Directions
- Get directions
Other schools nearby: schools in Bay of Plenty
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.
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
- Rippa Rugby
| Rippa Rugby | Yr 1-2 | Monday 4:00pm
- Basketball
| Basketball | Yr 1-2 (Titans) | Monday 4-5pm
- Hockey
| Hockey | Yr 1-2 (Funsticks) | Wednesday 3:15-4:15pm
- Netball
| Netball | Yr 1-2 (Future Ferns) | TBC
- Gymnastics Club
- Rippa Rugby
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 171
- Māori
- 96
- Pacific
- 19
- Asian
- 9
- MELAA
- 2
- 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 | 14 | 2 | 1 | 1 | 0 | 32 | 0 | 39 |
| Year 02 | 12 | 2 | 0 | 0 | 1 | 21 | 0 | 29 |
| Year 03 | 9 | 1 | 0 | 0 | 4 | 26 | 0 | 33 |
| Year 04 | 8 | 2 | 0 | 0 | 0 | 23 | 0 | 29 |
| Year 05 | 15 | 4 | 0 | 0 | 1 | 19 | 0 | 30 |
| Year 06 | 11 | 3 | 1 | 0 | 0 | 21 | 0 | 31 |
| Year 07 | 7 | 1 | 1 | 0 | 0 | 13 | 0 | 20 |
| Year 08 | 5 | 0 | 0 | 0 | 0 | 13 | 0 | 18 |
| Total | 81 | 15 | 3 | 1 | 6 | 168 | 0 | 229 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 13 | 2 | 1 | 1 | 0 | 28 | 0 | 35 |
| Age 06 | 10 | 2 | 0 | 0 | 1 | 21 | 0 | 27 |
| Age 07 | 12 | 1 | 0 | 0 | 4 | 30 | 0 | 39 |
| Age 08 | 8 | 2 | 0 | 0 | 0 | 23 | 0 | 29 |
| Age 09 | 13 | 4 | 0 | 0 | 1 | 17 | 0 | 26 |
| Age 10 | 13 | 3 | 0 | 0 | 0 | 22 | 0 | 34 |
| Age 11 | 6 | 1 | 2 | 0 | 0 | 12 | 0 | 18 |
| Age 12 | 5 | 0 | 0 | 0 | 0 | 12 | 0 | 17 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Total | 81 | 15 | 3 | 1 | 6 | 168 | 0 | 229 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
15.7%
| Te Puna School | 15.7% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 16.5% |
|---|---|
| Male | 15% |
| Māori | 18.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 11.2% |
| Total | 15.7% |
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 Puna School | 0% |
|---|---|
| Bay of Plenty Region | 3.8% |
| 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 | 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 Puna School | 0% |
|---|---|
| Bay of Plenty Region | 1.4% |
| 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 | 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)
- 466
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Rural other
- Date opened
- 25 January 1896
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
- 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
provides education for approximately 218 learners in Years 1 to 8
- Years 1 to 8
- Bilingual or immersion provision
- Level 1 Māori immersion learning in Te Puna Mātauranga
The school offers Level 1 Māori immersion learning for 28 ākonga in Years 1 to 8, in Te Puna Mātauranga.
- Level 1 Māori immersion learning in Te Puna Mātauranga
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 248 — 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.
June 2018
259
Counted while ERO’s review team was at the school. Education Review Office, report of 10 October 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 Puna School is located on the northern side of Tauranga and provides education for approximately 218 learners in Years 1 to 8. The school offers Level 1 Māori immersion learning for 28 ākonga in Years 1 to 8, in Te Puna Mātauranga.
The school’s mission statement is Together We Learn, Together We Care: Mā te kotahitanga ka ako, Mā te kotahitanga ka manaaki .
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? Success and progress for all learners is increasing.
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 a 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 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 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 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 Most 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 not yet equitable for all groups of learners.
Rumaki /Bilingual
Pānui A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Tuhituhi Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Pāngarau A small majority of learners meet or exceed the expected curriculum level. Results are not yet 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 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
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 for 2030 and agrees this will need to be a key strategic priority.
Rumaki /Bilingual Outcomes and Conditions to Support Learners Success
This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki /bilingual classroom/s within in English medium schools.
Learner success and wellbeing
A large majority of ākonga in Te Puna Mātauranga meet curriculum expectations for kōrero . A small majority are doing so for pānui and pāngarau and less than half for tuhituhi .
Kaiako are beginning to contribute to the development of ākonga as cultural contributors for their marae and hapū .
Te Puna Mātauranga is behind the Government’s target for regular attendance.
Conditions to support learner success
Te Reo ā-waha is prioritised to accelerate language acquisition and develop stronger competency in the core concepts of pāngarau and te reo matatini .
Te Pirirākau cultural practices are beginning to be naturalised through the development of Ngā Aheinga Ahurea o Te Puna Mātauranga.
Strong relationships with local Māori medium kura , provide ākonga and whānau with a range of choice to continue pursuing their chosen pathway.
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
Through inclusive practices most learners, including those with additional learning needs, are well supported and have a strong sense of belonging.
High quality teaching and learning is consistent across English medium classes. Teachers know their students well and respond effectively to a range of needs. Learners at risk of not achieving are identified, well supported and their progress closely monitored.
Curriculum design ensures that students have depth and breadth of learning, with one hour a day allocated to reading, writing and mathematics. The school is beginning to implement structured literacy and introducing structured mathematics.
Leaders support staff to have relevant professional learning and development that enhances their curriculum knowledge and teaching practice; this professional development is evidence-based and aligned with strategic goals.
The school demonstrates strong evaluative capacity . The board and leaders use a wide range of evidence, including community voice and achievement data, to drive continuous improvement through focused, strategic annual planning.
Key priorities
Increase learners’ awareness of their progress and next steps in literacy and mathematics to strengthen ownership of, and clarity about, their learning.
Build teaching knowledge and practice, including assessment.
Improve outcomes in reading, writing, and mathematics.
Embed structured literacy and mathematics approaches schoolwide.
Refine and monitor attendance systems and initiatives to improve regular attendance.
Develop and implement a professional growth plan to strengthen kaiako capability in the delivery and assessment of the Te Marautanga o Aotearoa curriculum through the provision of te reo Māori.
Actions to bring about improvement
Within three months:
leaders monitor the progress of kaiako growth and development in delivery and assessment of Te Marautanga o Aotearoa
Within six months:
leaders provide professional development strengthen teacher capability in structured literacy and mathematics approaches
leaders and teachers promote regular attendance through clear, ongoing communication with the school’s community about the importance of consistent attendance and its impact on student success
leaders monitor consistency in teacher practice for assessing literacy and numeracy school-wide and provide support for staff as required; ensure students are well informed about their progress and next steps
leaders and teachers review the short-term impact of professional growth and development on the progress and achievement of ākonga in Te Puna Mātauranga
Every six months:
teachers and leaders analyse and respond to achievement data for those learners that the school has yet to get to expected curriculum levels, to accelerate their progress
leaders and the School Board analyse and report attendance data and adjust approaches accordingly
leaders and teachers gather and analyse student voice, and with progress and achievement data, evaluate the impact of targeted teaching on learners at risk of not achieving and plan next steps
Annually:
the School Board and leaders review and report student attendance, progress, and achievement data to inform strategic planning and decision making
the school host information sessions for parents and whānau to build understanding of structured approaches in literacy and mathematics, supporting learning at home
leaders evaluate the implementation of structured literacy and mathematics approaches to inform ongoing professional development and resourcing needs
leaders review and refine the school’s approaches to learning ensuring alignment with current curriculum and assessment developments
leaders and the School Board evaluate the impact of professional growth and development on ākonga learning, well-being and achievement in Te Puna Mātauranga ; refine and implement improvements.
Expected outcomes
Equitable and excellent outcomes for all learners in reading, writing, and mathematics.
Schoolwide implementation of effective, high-quality teaching practices in literacy and mathematics.
Learners who confidently understand and articulate their progress and next steps.
Improved regular attendance across the school.
Improved academic progress for all ākonga in Te Puna Mātauranga.
Regulatory and Legislative Requirements
This section of the report is about how the school meet 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
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 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).