Waikanae School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 457
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Seddon Street, Waikanae
- Territorial authority
- Kapiti Coast District
- Phone
- 04-9026544
- admin@waikanae.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
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.
- Getting there
- Two buses servicing the North and South Beach, run by Uzabus/Metlink on commercial routes 500 and 501, allocated to the school for a school run
There are two buses servicing the North and South Beach run by Uzabus/Metlink. Although these are commercial routes 500 and 501, the buses have been allocated to the school for a school run and not for commercial customers.
- Two buses servicing the North and South Beach, run by Uzabus/Metlink on commercial routes 500 and 501, allocated to the school for a school run
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.
- International students
- Accepted, as stated
Our school sits at the heart of its community and has much to offer International Students, including a safe, nurturing and supportive learning environment and plenty of opportunities for learning outside the classroom in our attractive grounds and gardens.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 409
- Māori
- 101
- Pacific
- 38
- Asian
- 36
- MELAA
- 15
- 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 | 12 | 4 | 4 | 1 | 0 | 52 | 0 | 59 |
| Year 02 | 12 | 4 | 4 | 1 | 1 | 40 | 0 | 46 |
| Year 03 | 8 | 6 | 6 | 2 | 0 | 42 | 0 | 53 |
| Year 04 | 12 | 6 | 0 | 3 | 0 | 51 | 0 | 52 |
| Year 05 | 8 | 5 | 3 | 2 | 1 | 45 | 0 | 51 |
| Year 06 | 17 | 4 | 7 | 2 | 1 | 71 | 0 | 78 |
| Year 07 | 13 | 6 | 8 | 2 | 2 | 60 | 0 | 72 |
| Year 08 | 18 | 5 | 10 | 3 | 0 | 71 | 0 | 86 |
| Total | 100 | 40 | 42 | 16 | 5 | 432 | 0 | 497 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 11 | 4 | 4 | 1 | 0 | 49 | 0 | 55 |
| Age 06 | 13 | 4 | 4 | 1 | 1 | 43 | 0 | 50 |
| Age 07 | 8 | 6 | 5 | 2 | 0 | 39 | 0 | 49 |
| Age 08 | 12 | 6 | 1 | 3 | 0 | 54 | 0 | 56 |
| Age 09 | 8 | 5 | 3 | 2 | 1 | 44 | 0 | 50 |
| Age 10 | 17 | 4 | 7 | 2 | 1 | 70 | 0 | 77 |
| Age 11 | 13 | 5 | 8 | 2 | 1 | 58 | 0 | 68 |
| Age 12 | 13 | 4 | 7 | 3 | 1 | 61 | 0 | 77 |
| Age 13 | 5 | 2 | 3 | 0 | 0 | 14 | 0 | 15 |
| Total | 100 | 40 | 42 | 16 | 5 | 432 | 0 | 497 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
33.2%
| Waikanae School | 33.2% |
|---|---|
| Wellington Region | 24.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 68% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 64.8% |
| European/Pākehā | 35% |
| Total | 33.2% |
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%
| Waikanae School | 0% |
|---|---|
| Wellington Region | 2.6% |
| 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%
| Waikanae School | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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)
- 437
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 1 September 1896
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
- 15 May 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (15 May 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 15 May 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 457 — 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 2017
493
Counted while ERO’s review team was at the school. Education Review Office, report of 6 December 2017
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 15 May 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 of all to ensure that the child remains at the heart of the matter.
Context
Waikanae School is located on the Kāpiti Coast and provides education for learners in Years 1 to 8. A new leadership team is in place, with the principal appointed in 2022 and assistant principal in 2024. The school’s vision is to develop the value of whanaungatanga within all their learners and to ‘inspire the leaders of tomorrow’.
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 equitable for most learners.
The 2023 achievement information for Years 1 to 8, shows that most learners achieved at or greater than the expected levels in reading and mathematics; across year levels, equity and improved outcomes for some learners in writing remains a focus.
Strengthening the use of achievement information to inform teaching practice and improve equitable outcomes for all learners has been identified by the school, particularly for Māori and Pacific learners in writing.
Leaders have a comprehensive attendance strategy to reach the Ministry target for all learners to attend school more than 90% of the time; close tracking and monitoring is part of their ongoing commitment to improve education outcomes and attendance for all students.
Conditions to support learner success
Leaders are embedding an improvement strategy aligned with school priorities and collaboratively work towards improving learner outcomes.
Leading learning to improve student outcomes is coordinated, well supported and resourced.
Collaboratively set expectations for high quality, evidence-based teaching is regularly monitored for progress and improvement and comprehensively reported on.
Leaders increasingly build positive partnerships with whānau, hapū and iwi with the purpose of responding to the aspirations and educational outcomes for their children.
Teaching is intentional and responsive to the diverse needs of learners.
Learners are supported to engage, inquire and apply new learning within a supportive, positive learning environment.
Teachers access a range of resources and effective teaching strategies to support and meet the needs of their learners.
Staff know learners well and work together to provide purposeful, well-paced learning opportunities for all learners.
Systematic and coherent school conditions support a planned approach to school improvement.
Leaders and teachers confidently collect, analyse and interpret data from a range of sources, including seeking Māori learner and whānau voices to make evidence-based decisions for school improvement.
Leaders act on the evidence gathered through evaluation to make improvements, including regular monitoring and reporting of student progress and achievement.
The school continues to strengthen partnerships with mana whenua to enhance learners’ connectedness to the local community.
Relationships between staff and learners, founded on mutual trust, promote wellbeing and inclusion.
Part B: Where to next?
The agreed next steps for the school are to:
build on teachers’ shared understanding of learner agency, to cohesively foster responsive practices for active participation in learning
continue to support teachers to further develop consistent and effective teaching, learning and assessment practices to equip learners for ongoing success, particularly in writing
continue to strengthen culturally responsive practices and partnerships with whānau and mana whenua
improve the percentage of learners attending school more than 90% of the time.
The agreed actions for the next improvement cycle and timeframes are as follows:
Within six months:
investigate how teachers can use learner voice to strengthen responsive classroom practices and further engage learners
implement actions to purposefully address barriers to learner progress and success in writing, by undertaking a review of writing data and improving the planning for priority learners accordingly
establish a Waikanae Whānau group to engage and share aspirations for all learners
work with parents to assist understanding about the importance of regular attendance and the correlation between attendance and academic progress and achievement.
Every six months:
review and report the effectiveness of responsive practices, through teacher observation, collection of learner voice and learner outcomes to plan future actions
moderate, monitor and report on the progress of target groups, with a particular focus on writing progress and achievement
regularly meet with whānau and learner focus groups to sustain active participation in the planning and decision-making of the school.
Annually:
conduct a wellbeing survey that includes aspects of culturally responsive practices with staff, learners, and families, to assist with evaluating agency, engagement and sense of belonging
analyse and report schoolwide achievement data to the board, to strategically plan actions that will improve attendance, achievement and learner outcomes, particularly in writing.
Actions taken against these next steps are expected to result in:
learners developing a strong sense of their own identity, culture and learning needs, leading to enhanced agency and engagement
consistency of effective and responsive teaching, learning and assessment practices schoolwide, resulting in improved and equitable achievement outcomes for all learners, particularly in writing
improved and sustained levels of whānau and mana whenua engagement, with increased active participation in the decision-making process of the school.
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
15 May 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).