Upokongaro School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 91
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- State Highway 4, Upokongaro, Whanganui
- Territorial authority
- Whanganui District
- Phone
- 06-345 6424
- office@upokongaro.net
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
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
Parents can purchase Upokongaro School uniforms on our myKindo app and then collect them from the school office.
- Required
- Term dates
- Term 1, 2026: Monday 9 February - Thursday 2 April
Monday 9 February - Thursday 2 April
Year stated asTerm Dates 2026
- Term 2, 2026: Monday 20 April - Friday 3 July
Monday 20 April - Friday 3 July
Year stated asTerm Dates 2026
- Term 3, 2026: Monday 20 July - Friday 25 September
Monday 20 July - Friday 25 September
Year stated asTerm Dates 2026
- Term 4, 2026: Monday 12 October - Friday 18 December
Monday 12 October - Friday 18 December
Year stated asTerm Dates 2026
- Term 1, 2026: Monday 9 February - Thursday 2 April
- How to enrol
- https://ole.edgelearning.co.nz/Default?schoolId=7abb1779-a539-40dd-9290-ad3103340fa5
You can apply for your child/children to attend Upokongaro School by completing the online enrolments via this link: [Online Enrolment Application](https://ole.edgelearning.co.nz/Default?schoolId=7abb1779-a539-40dd-9290-ad3103340fa5)
- https://ole.edgelearning.co.nz/Default?schoolId=7abb1779-a539-40dd-9290-ad3103340fa5
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 40
- Māori
- 65
- Pacific
- 8
- Asian
- 2
- 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 | 11 | 0 | 0 | 0 | 0 | 5 | 0 | 14 |
| Year 02 | 7 | 1 | 0 | 0 | 0 | 5 | 0 | 11 |
| Year 03 | 12 | 1 | 0 | 0 | 0 | 7 | 0 | 13 |
| Year 04 | 8 | 1 | 0 | 0 | 0 | 4 | 0 | 11 |
| Year 05 | 12 | 0 | 0 | 0 | 0 | 7 | 0 | 14 |
| Year 06 | 7 | 1 | 0 | 0 | 0 | 0 | 0 | 7 |
| Year 07 | 7 | 1 | 0 | 0 | 0 | 10 | 0 | 15 |
| Year 08 | 21 | 0 | 0 | 0 | 0 | 12 | 0 | 29 |
| Total | 85 | 5 | 0 | 0 | 0 | 50 | 0 | 114 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 10 | 0 | 0 | 0 | 0 | 5 | 0 | 13 |
| Age 06 | 7 | 1 | 0 | 0 | 0 | 4 | 0 | 11 |
| Age 07 | 12 | 1 | 0 | 0 | 0 | 7 | 0 | 13 |
| Age 08 | 8 | 1 | 0 | 0 | 0 | 5 | 0 | 11 |
| Age 09 | 11 | 0 | 0 | 0 | 0 | 6 | 0 | 13 |
| Age 10 | 9 | 1 | 0 | 0 | 0 | 1 | 0 | 9 |
| Age 11 | 7 | 1 | 0 | 0 | 0 | 10 | 0 | 15 |
| Age 12 | 19 | 0 | 0 | 0 | 0 | 12 | 0 | 27 |
| Age 13 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Total | 85 | 5 | 0 | 0 | 0 | 50 | 0 | 114 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
35.4%
| Upokongaro School | 35.4% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 29.3% |
|---|---|
| Male | 39.5% |
| Māori | 0% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 73.5% |
| Total | 35.4% |
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
16.9%
| Upokongaro School | 16.9% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 27.6% |
| Māori | 24.1% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 16.9% |
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
17.4%
| Upokongaro School | 17.4% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 28.1% |
| Māori | 24.9% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 17.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 524
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1870
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
- 4
- Last reviewed
- 5 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (5 December 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 5 December 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 91 — 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.
October 2019
135
Counted while ERO’s review team was at the school. Education Review Office, report of 16 December 2019
November 2016
93
Counted while ERO’s review team was at the school. Education Review Office, report of 10 March 2017
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 5 December 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
Upokongaro School is located on the outskirts of Whanganui in the Upokongaro township and provides education for learners in Years 1 to 8. A new principal started at the beginning of 2023. The school's vision: ‘Where I can enjoy success as me’ is underpinned by the principles, ‘ he tangata ’ (the people), ‘ angitu ’ (achievement), and ‘ akoranga ’ learning.
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
The school is working towards equitable and excellent outcomes for all learners.
School practices are increasingly inclusive and support learners to have a strong sense of belonging.
Most learners achieve at or above expected curriculum levels in reading and the majority achieve at or above expectation in writing and mathematics.
There is an identified need to accelerate the progress and achievement of boys in reading and writing (literacy).
Less than half of learners attend school regularly; leadership is actively working towards meeting the Ministry of Education’s national target and strategies are in place to improve learners’ regular attendance.
Conditions to support learner success
Leadership is taking collaborative steps to improve school systems and processes to promote improved outcomes for all.
Leaders effectively use best-practice evidence to plan and coordinate the school’s curriculum and teaching; expectations for high-quality teaching are shared and learner outcomes are tracked and consistently monitored.
Leaders increasingly identify targeted actions through regular review cycles that promote equitable outcomes for all learners.
Leaders build educationally focused partnerships with local iwi , whānau , and the school community to increasingly provide opportunities for learning and success.
Teaching practices and the design of the local curriculum increasingly reflect community aspirations, the local context and are responsive to learner needs.
Leaders and teachers are working toward establishing and sustaining shared understandings of effective, responsive and inclusive teaching to enhance engagement in learning.
Teachers increasingly integrate te ao Māori and mātauranga Māori across the curriculum, valuing iwi aspirations, and increasing learner confidence in their culture, language and identity.
Teachers collaboratively plan and monitor the effectiveness of their teaching practices to improve all learners’ progress, achievement and wellbeing.
School leadership is strengthening conditions to support improved outcomes for all learners.
School leaders actively engage with the school community, including mana whenua , to ensure that strategic planning is aligned with their aspirations for all learners.
Teachers are well supported to build their capacity and capability through targeted, carefully paced professional development that aligns with the school’s goals.
Learners’ benefit from positive teacher/learner relationships; further strengthening schoolwide systems for positive behaviour is a school priority.
Part B: Where to next?
The agreed next steps for the school are to:
embed strategies to improve achievement outcomes for all learners in writing and mathematics; reduce disparity for boys in literacy
continue to implement and review the effectiveness of strategies and initiatives to improve attendance
continue to build teacher capability through high-quality, evidence-based professional development to improve learning outcomes for all learners in writing and mathematics
review and improve processes and practices that support positive behaviour, wellbeing and engagement for all learners.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
clearly identify teacher strengths and areas for development to facilitate targeted professional development focused on improving outcomes for all learners in writing and mathematics
define and prioritise the next steps for reviewing and improving the school’s positive behaviour processes and practices
Every six months:
teachers participate in targeted professional development to improve learning outcomes for all learners in writing and particularly for boys in reading
monitor and evaluate progress in improving attendance and achievement outcomes for all learners in writing and for boys in literacy
evaluate the effectiveness of deliberate interventions and chosen teaching strategies in writing and for targeted groups of learners, especially boys’ literacy, to guide future actions
ensure consistent implementation of updated positive behaviour processes and practices across the school
Annually:
analyse and report school-wide achievement data to the board and strategically plan actions aimed at improving attendance and learning outcomes in writing and mathematics
review the progress and achievement of boys’ literacy and evaluate the effectiveness of teaching approaches and resource allocation decisions
plan and implement professional learning opportunities to further strengthen teachers’ content knowledge in improving learning outcomes for all learners in writing and mathematics and for boys in reading and writing
evaluate the impact of processes and practices that support positive behaviour on learners' wellbeing and engagement.
Actions taken against these next steps are expected to result in:
improved achievement outcomes for all learners, with reduced disparity for boys, and an increased number of learners meeting or exceeding curriculum expectations in writing and mathematics
consistently effective and responsive teaching and learning across the school, leading to improved achievement and engagement in learning.
improved processes and practices that support positive behaviour for all learners, improved and sustained levels of attendance.
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
5 December 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 4 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).