Te Rapa School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 530
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 61 Ashurst Avenue, Te Rapa, Hamilton
- Territorial authority
- Hamilton City
- Phone
- 07-8492232
- admin@terapa.school.nz
- Website
- http://www.terapa.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hamilton · 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.
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.
- In their words
- Mission Statement
- Te Rapa Primary School will engage, challenge and nurture learners to reach their potential through collective wisdom and best practice.
- Vision
- Te Rapa students will be lifelong learners who reach their individual potential and contribute positively to society.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 339
- Māori
- 159
- Pacific
- 61
- Asian
- 124
- MELAA
- 21
- 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 | 7 | 13 | 2 | 1 | 30 | 0 | 50 |
| Year 02 | 26 | 9 | 18 | 4 | 1 | 52 | 0 | 79 |
| Year 03 | 19 | 7 | 13 | 7 | 0 | 42 | 0 | 64 |
| Year 04 | 29 | 9 | 12 | 2 | 2 | 52 | 0 | 72 |
| Year 05 | 26 | 10 | 21 | 3 | 0 | 63 | 0 | 87 |
| Year 06 | 10 | 2 | 12 | 3 | 1 | 20 | 0 | 43 |
| Year 07 | 15 | 2 | 16 | 6 | 0 | 42 | 0 | 75 |
| Year 08 | 17 | 3 | 17 | 5 | 3 | 33 | 0 | 68 |
| Total | 156 | 49 | 122 | 32 | 8 | 334 | 0 | 538 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 15 | 7 | 13 | 2 | 1 | 31 | 0 | 51 |
| Age 06 | 24 | 9 | 17 | 4 | 1 | 48 | 0 | 73 |
| Age 07 | 19 | 7 | 13 | 6 | 0 | 45 | 0 | 67 |
| Age 08 | 30 | 9 | 13 | 3 | 2 | 52 | 0 | 74 |
| Age 09 | 26 | 10 | 19 | 3 | 0 | 63 | 0 | 85 |
| Age 10 | 9 | 2 | 14 | 3 | 1 | 20 | 0 | 44 |
| Age 11 | 14 | 1 | 15 | 6 | 0 | 39 | 0 | 72 |
| Age 12 | 17 | 3 | 16 | 4 | 2 | 33 | 0 | 65 |
| Age 13 | 2 | 1 | 2 | 1 | 1 | 3 | 0 | 7 |
| Total | 156 | 49 | 122 | 32 | 8 | 334 | 0 | 538 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Te Rapa School | 0% |
|---|---|
| Waikato Region | 53.9% |
| 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 | 0% |
| 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 Rapa School | 0% |
|---|---|
| Waikato Region | 6.6% |
| 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 Rapa School | 0% |
|---|---|
| Waikato Region | 2.4% |
| 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)
- 443
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1906
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 April 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (6 December 2022)
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 6 December 2022 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 this report states about the school
As stated in ERO’s report of 8 April 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 8 April 2026 — “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 Rapa School provides education for learners in Years 1 to 8. Of the 498 learners enrolled, 44% identify as New Zealand European/ Pākehā , 30% as Māori and 20% as Asian. The School’s HEART values are Honesty, Excellence, Aroha, Respect and Teamwork.
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 December 2020 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school evaluated how effectively inquiry learning programmes enhanced, contributed and strengthened students’ critical thinking, understanding of learning and improved and sustained achievement.
Findings
The school developed a highly interactive inquiry framework which provides opportunities for all learners to build knowledge, levels of understanding and critical thinking skills. Teachers skilfully use targeted teaching strategies to challenge students to question, research and find creative solutions. School data information shows that inquiry learning enables students to sustain levels of progress, and achievement across the curriculum.
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 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 sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain skills in 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 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 1 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 large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing A small 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.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The large majority of learners attend school regularly.
The school is approaching 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 improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing 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 is developing 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 and agrees this will need to be a key strategic priority.
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
A wide range of pastoral care initiatives are in place to support learner’s progress, wellbeing and sense of belonging within a support school culture.
A rich, knowledge-based curriculum deliberately provides learners with choice, challenge and meaningful learning opportunities .
Considered inclusive practices continue to support learners that require support with their learning.
Targeted professional learning strengthens and builds consistency in quality teacher practice and contributes to increases in learner outcomes including literacy and mathematics teaching programmes.
Key priorities
Reduce inequity of achievement for groups of learners through increased scrutiny of data and targeted, explicit teaching.
Develop and implement assessment practices aligned with the refreshed New Zealand Curriculum and assessment and reporting requirements.
Develop annual implementation plan improvement priorities and targets that focus on increasing outcomes for all learners in literacy and mathematics.
Improve schoolwide attendance through the strengthening and implementation of the attendance management plan.
Actions to bring about improvement
Within three months:
The board and leaders review annual progress and achievement data to support schoolwide annual improvement priorities for literacy and mathematics in the annual plan
the board and school leaders review, strengthen and implement the attendance management plan
Within six months:
the principal reports to the board on the impact of teacher professional development in structured literacy and mathematics including the acceleration of achievement, and the progress of all learners receiving targeted support
t he principal reports to the board on the impact of the attendance management plan and makes adjustment to continue to improve regular attendance
Every six months:
leaders and teachers review and report the board on the impact of professional teaching practices through classroom observations, and it impact on learners’ progress and achievement
the principal reports to the board on the ongoing development of new assessment and reporting practices and its impact on increasing learners progress and achievement in literacy and mathematics
the board and principal continue to closely monitor levels of attendance and, if needed, make changes to increase regular attendance
Annually:
the principal and teachers analyse and report on the impact of strengthened assessment and reporting and focused teacher practices on schoolwide achievement in literacy and mathematics to set improvement goals and targets
the principal and board review the attendance management plan to ensure sustained improved regular attendance.
Expected outcomes
Reduced achievement gaps between groups of learners through increased scrutiny of achievement information and targeted, explicit teaching.
Assessment and reporting practices, well aligned to the New Zealand Curriculum, are developed and implemented in line with assessment and reporting requirements.
An annual implementation plan that prioritises improvement targets and equitable outcomes for all learners in literacy and mathematics.
Sustained rates of high, regular attendance through the strengthening and implementation of an Attendance Management Plan.
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:
Ensure a comprehensive child protection policy is implemented, and that staff roles and responsibilities are clear and supported by regular child protection training [Sections 18 and 19 of the Children’s Act 2014]
The board is yet to address 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 April 2026
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).