Turakina School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 30
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- State Highway 3, Turakina
- Territorial authority
- Rangitikei District
- Phone
- 06-3273864
- admin@turakina.school.nz
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
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
Our uniform is a grey polo top with Turakina School emblem and black polar fleece.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 16
- Māori
- 15
- Pacific
- 3
- Asian
- 0
- MELAA
- 1
- Other
- 1
- 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 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Year 02 | 2 | 0 | 0 | 1 | 0 | 1 | 0 | 3 |
| Year 03 | 2 | 1 | 0 | 0 | 0 | 1 | 0 | 3 |
| Year 04 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 05 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 5 |
| Year 06 | 2 | 1 | 0 | 0 | 0 | 1 | 0 | 3 |
| Year 07 | 3 | 0 | 0 | 0 | 0 | 5 | 0 | 8 |
| Year 08 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 12 | 2 | 0 | 1 | 0 | 16 | 0 | 28 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Age 06 | 2 | 0 | 0 | 1 | 0 | 1 | 0 | 3 |
| Age 07 | 2 | 1 | 0 | 0 | 0 | 1 | 0 | 3 |
| Age 08 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 09 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 5 |
| Age 10 | 2 | 1 | 0 | 0 | 0 | 1 | 0 | 3 |
| Age 11 | 2 | 0 | 0 | 0 | 0 | 5 | 0 | 7 |
| Age 12 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Total | 12 | 2 | 0 | 1 | 0 | 16 | 0 | 28 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Turakina School | 0% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| 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%
| Turakina School | 0% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| 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%
| Turakina School | 0% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| 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)
- 508
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 16 November 1858
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 September 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (10 September 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 10 September 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.
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 30 — 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 2019
27
Counted while ERO’s review team was at the school. Education Review Office, report of 23 August 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 10 September 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
Turakina School is located in Turakina Village, south of Whanganui and west of Marton. It provides education for students in Year 1 to 8. The school vision, ‘Learners’ realising their potential, mauri ora ’, is underpinned by its values, ’ Whanaungatanga, Manaaki, Ako and Manawanui’.
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
Outcomes for learners are increasingly improving; disparity is evident for some groups of learners .
Most students achieve to curriculum expectation in reading and writing; the majority are achieving at expected levels in mathematics.
Achieving equity for Māori learners in reading, writing and mathematics remains a priority for the school to address.
Information from 2024 shows the majority of learners attend school regularly; leaders have implemented processes to monitor attendance and its impact on learner achievement, with the aim of meeting the MOE attendance target.
Students are well-supported through effective inclusion and wellbeing strategies to have a strong sense of belonging to the school.
Conditions to support learner success
Leaders set and pursue coherent improvement goals and targets focused on improving outcomes for learners including the acceleration of progress for those learners at risk of underachievement.
Leaders use student learning information well to inform professional learning for staff that improves outcomes for learners.
Leaders support teachers to use evidence-based learning and teaching practices proven to promote student success.
Students who need additional support are known and responded to within the school and by external specialists.
Teaching and learning approaches are engaging and responsive.
Learners benefit from an appropriate range of learning opportunities across the breadth and depth of The New Zealand Curriculum .
Teaching and learning in reading are informed by evidence-based teaching practices that positively impact on learners’ progress and achievement.
Responsive teaching practices foster a school culture that promotes collaboration, respect, and inclusion for learners.
School leadership is embedding the conditions necessary for effective teaching and learning.
Leaders have high aspirations for all learners to progress and achieve and provide targeted support to improve student outcomes.
Relational trust and communication across school staff promotes effective collaboration and improvement across the school.
The board aligns resourcing decisions to identified priorities with increasing effectiveness, based on regular tracking and reporting of learner outcomes.
Part B: Where to next?
The agreed next steps for the school are to:
increase teacher knowledge of the learning and teaching in mathematics to support improved learner outcomes
extend the established relationships with parents and whānau to engage them in their child’s mathematics learning
monitor the success of initiatives to improve regular attendance and sustain improvements in achievement of all learners.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
identify attitudes, strengths and weaknesses in mathematics teaching and learning
clearly identify teacher strengths and development needs to access relevant professional development in mathematics
consult with whānau about their child’s learning and what support they may need to increase engagement and achievement in mathematics.
Every six months:
monitor the progress of teacher practice and the impact this is having on achievement in mathematics
use assessment information to guide teacher and strategic planning to support equitable opportunities for all students to succeed in mathematics
school leaders and teachers closely monitor and analyse student attendance.
Annually:
analyse the achievement and attendance information of all learners to identify initiatives that have been successful in accelerating progress and improving attendance
evaluate the effectiveness of changes in the teaching of mathematics using progress, and achievement data, and the perspectives of whānau and students.
Actions taken against these next steps are expected to result in:
improved attendance for all students
raised student progress, achievement, and engagement in mathematics
strengthened teacher capacity and content knowledge of mathematics to enable them to meet the needs of all students
improved levels of whānau engagement and understanding in supporting their child’s mathematical learning.
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
10 September 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 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).