Waihi East School
Contributing · State
- Year levels
- 1–6
- Total roll
- 228
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Donnelly Street, Waihi
- Territorial authority
- Hauraki District
- Phone
- 07-8638693
- ssamson@east.school.nz
- Directions
- Get directions
Other schools nearby: 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 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
- our Kapahaka group
On Friday 1 November our Kapahaka group participated at Hauraki Fest in Tirohia.
- our Kapahaka group
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 192
- Māori
- 60
- Pacific
- 9
- Asian
- 21
- MELAA
- 4
- 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 | 12 | 2 | 2 | 1 | 0 | 37 | 0 | 44 |
| Year 02 | 12 | 2 | 1 | 0 | 0 | 29 | 0 | 33 |
| Year 03 | 7 | 1 | 4 | 0 | 0 | 29 | 0 | 32 |
| Year 04 | 10 | 0 | 0 | 1 | 0 | 30 | 0 | 31 |
| Year 05 | 10 | 0 | 5 | 1 | 0 | 37 | 0 | 43 |
| Year 06 | 7 | 2 | 1 | 1 | 0 | 26 | 0 | 29 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Total | 59 | 7 | 13 | 4 | 0 | 190 | 0 | 215 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 11 | 2 | 2 | 1 | 0 | 37 | 0 | 43 |
| Age 06 | 11 | 2 | 1 | 0 | 0 | 28 | 0 | 32 |
| Age 07 | 9 | 1 | 4 | 0 | 0 | 28 | 0 | 32 |
| Age 08 | 10 | 0 | 0 | 1 | 0 | 30 | 0 | 31 |
| Age 09 | 10 | 0 | 5 | 1 | 0 | 38 | 0 | 44 |
| Age 10 | 7 | 2 | 1 | 1 | 0 | 26 | 0 | 29 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Total | 59 | 7 | 13 | 4 | 0 | 190 | 0 | 215 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Waihi East School | 0% |
|---|---|
| Waikato Region | 53.9% |
| Contributing | 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%
| Waihi East School | 0% |
|---|---|
| Waikato Region | 6.6% |
| Contributing | 3.5% |
| 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%
| Waihi East School | 0% |
|---|---|
| Waikato Region | 2.4% |
| Contributing | 1.5% |
| 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)
- 470
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1907
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
- 23 April 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (6 September 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 September 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 23 April 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for students in Years 1 to 6
- Years 1 to 6
What ERO wrote in its latest report
This is ERO’s report of 23 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
Waihi East School provides education for students in Years 1 to 6. The roll of 226 includes 63% of learners who identify as New Zealand European/ Pākehā , 27% Māori and a small number of from other ethnic backgrounds.
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 September 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The previous evaluation focused on how well students use the school values in their learning and how they impact equity in achievement. The school expected to see students adopting and applying the values in their school-life and recognising their own progress. They also expected to use the school’s graduate profile to report outcomes to parents.
Findings
The school sought community feedback about school culture and the graduate profile. Families view the school as a key part of the community, and the graduate profile continues to be the preferred framework for reporting learner outcomes. The school is now reviewing how the graduate profile will be incorporated into new curriculum and reporting requirements.
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? The school is establishing planning and conditions that support improvements in the quality of education for learners.
How well does the school include all learners and promote their engagement and wellbeing? The school reasonably 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 responds well to a wide range 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 1 to 6
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 small majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing Less than half of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics A small majority of learners meet or exceed the expected curriculum level. Results are becoming more 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 small majority of students attend school regularly.
The school is approaching 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 not yet 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.
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 not 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
Wellbeing is intentionally prioritised and balanced alongside academic expectations. This holistic approach supports students to feel confident and ready to learn, contributing to positive engagement and sustained progress.
The school integrates structured literacy and mathematics approaches within a broad and balanced curriculum that reflects local contexts.
Leaders work collaboratively to improve student outcomes, foster a positive culture for learning and address the school’s strategic priorities.
Leaders maintain a close connection to daily practice and emerging priorities, ensuring decisions are well informed and responsive.
High levels of relational trust contribute to cohesive practice, smooth day to day operations, and a stable foundation for improving teaching and learning.
Families/ whānau express confidence in the school’s direction, culture, and leadership. Their feedback highlights strong relationships, open communication, and a shared sense of pride in the school’s role within the wider community.
Key priorities
Raise achievement in reading, writing and mathematics across all year levels.
Develop internal evaluation processes that focus on improved outcomes.
Improve regular attendance for all learners.
Actions to bring about improvement
Every six months:
senior leaders and staff scrutinise learner progress and achievement information and use it to guide targeted interventions, inform next steps for planning and ensure insights are reported to the school Board
leaders evaluate the effectiveness of the selected interventions to determine which are accelerating learning and which require refinement to ensure all learners make meaningful progress
leaders and teachers collaboratively review attendance data to gather insights, modify initiatives and adjust the plan as required
Annually:
leaders and teachers analyse achievement data and scrutinise assessment practises, evaluating the impact and effectiveness of strategies, interventions and structured programs to improve learner outcomes and report the analysis to the board to inform future strategic actions
leaders review internal evaluation processes to adjust and refine practice, strengthen teaching and learning and maintain a strong focus on progress and achievement
the Board and leaders review the effectiveness of attendance management strategies to increase regular learner attendance towards government targets.
Expected outcomes
Improved achievement in reading, writing and mathematics for all learners.
Teaching and learning that is informed by sound, data-informed evaluation and leads to improved outcomes for learners.
Increased rates of regular attendance.
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
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
23 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).