Tirohanga School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 22
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 851 Tirohanga Road, Atiamuri
- Territorial authority
- Taupo District
- Phone
- 07-3339353
- office@tirohanga.school.nz
- Website
- not reported
- Directions
- Get directions
Other schools nearby: schools in Waikato
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 11
- Māori
- 12
- Pacific
- 2
- Asian
- 1
- 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 | 3 | 1 | 1 | 0 | 0 | 1 | 0 | 5 |
| Year 02 | 3 | 0 | 1 | 0 | 0 | 2 | 0 | 5 |
| Year 03 | 4 | 0 | 1 | 0 | 0 | 1 | 0 | 5 |
| Year 04 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Year 05 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Year 08 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 4 |
| Total | 17 | 1 | 3 | 0 | 0 | 8 | 0 | 25 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 1 | 1 | 0 | 0 | 1 | 0 | 6 |
| Age 06 | 2 | 0 | 1 | 0 | 0 | 2 | 0 | 4 |
| Age 07 | 4 | 0 | 1 | 0 | 0 | 1 | 0 | 5 |
| Age 08 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Age 09 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Age 12 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Total | 17 | 1 | 3 | 0 | 0 | 8 | 0 | 25 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Tirohanga 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 | Not available (source marker: "nd") |
| 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%
| Tirohanga 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 | Not available (source marker: "nd") |
| 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%
| Tirohanga 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 | Not available (source marker: "nd") |
| 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)
- 506
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1961
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
- 6 May 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 6 May 2025 — 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
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 22 — 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.
November 2018
40
Counted while ERO’s review team was at the school. Education Review Office, report of 28 February 2019
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 6 May 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.
About the School
Tirohanga School provides education for learners in Years 1 to 8. The school has 24 students, including 19 students who identify as Māori . The school’s vision is ‘Nurtured by nature, impactful learning through our environment’ and encourages students to be thoughtful, inclusive, respectful and open.
How well placed is the school to promote educational success and wellbeing?
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 an increasingly 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
The school is significantly behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
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
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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 2030.
Part B - Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Students with additional learning needs are well supported to access the curriculum; these learners benefit from well-considered plans and effective teaching strategies.
Staff are embedding structured literacy and mathematics approaches across all levels of the school.
Students learn in inclusive environments where mutual respect and trust between learners and teachers supports good participation in activities.
The board and leadership regularly evaluate evidence about learner progress and achievement to inform improvement priorities.
Leaders and teachers continue to strengthen and refine assessment practices to provide accurate student progress and achievement information.
Key priorities and actions for improvement
The agreed next steps for the school are to:
improve systems and processes for monitoring and increasing students’ regular attendance
review and refine teaching, learning and assessment practices to align with the new curriculum expectations for structured literacy and mathematics, enhancing student achievement
strengthen the integration of te reo Māori , tikanga Māori and mātauranga Māori in class programmes so that staff and students develop confidence in their understanding and use.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
implement a plan to monitor and improve students’ regular attendance
Every six months:
closely monitor rates of student attendance to know the impact of systems and processes, informing further school actions
review the impact of ongoing staff professional learning in structured literacy and mathematics to identify next steps
review the integration of te reo Māori , tikanga Māori and mātauranga Māori across the school to support ongoing planning
Annually:
review and report to the board on student attendance, progress and achievement information to inform ongoing strategic decision making and planning
evaluate progress with integrating te reo Māori , tikanga Māori and mātauranga Māori in teaching and learning.
Actions taken against these next steps are expected to result in:
increased regular student attendance
consistent high-quality teaching, learning and assessment practices that enhance the progress and achievement of all students
confident learners and staff in their knowledge, understanding and use of te reo Māori , tikanga Māori and mātauranga Māori .
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some 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 identified the following area of non-compliance during the board assurance process:
renew police vets for non-teaching staff every three years. [s104 Education and Training Act 2020]
The board has since addressed the area of non-compliance identified.
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 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
Sharon Kelly Director of Schools (Acting)
6 May 2025
Education Counts
This 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 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).