Waimarama School
Contributing · State
- Year levels
- 1–6
- Total roll
- 13
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 27 Taupunga Road, Waimarama Beach, Havelock North
- Territorial authority
- Hastings District
- Phone
- 06-8746834
- admin@waimarama.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hastings · schools in Hawke’s Bay
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 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.
- In their words
- 'Empowering each other to be the best we can possibly be.'
- Through mana enhancement, and equitable access to quality education, Waimārama students are empowered to rise up to challenges, reach for their dreams and achieve excellence
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 4
- Māori
- 10
- Pacific
- 4
- Asian
- 0
- 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 | 4 | 1 | 0 | 0 | 0 | 0 | 0 | 4 |
| Year 02 | 2 | 1 | 0 | 0 | 0 | 1 | 0 | 3 |
| Year 03 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Year 04 | 3 | 1 | 0 | 0 | 0 | 1 | 0 | 4 |
| Year 05 | 6 | 0 | 0 | 0 | 0 | 1 | 0 | 6 |
| Year 06 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 |
| Year 07 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Total | 19 | 4 | 0 | 0 | 0 | 4 | 0 | 23 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 1 | 0 | 0 | 0 | 0 | 0 | 4 |
| Age 06 | 2 | 1 | 0 | 0 | 0 | 1 | 0 | 3 |
| Age 07 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Age 08 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Age 09 | 7 | 1 | 0 | 0 | 0 | 1 | 0 | 7 |
| Age 10 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 11 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Total | 19 | 4 | 0 | 0 | 0 | 4 | 0 | 23 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Waimarama School | 0% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Contributing | 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 | Not available (source marker: "nd") |
| 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%
| Waimarama School | 0% |
|---|---|
| Hawke's Bay Region | 6.2% |
| Contributing | 3.5% |
| 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 | Not available (source marker: "nd") |
| 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%
| Waimarama School | 0% |
|---|---|
| Hawke's Bay Region | 3% |
| Contributing | 1.5% |
| 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 | Not available (source marker: "nd") |
| 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)
- 504
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 28 February 1906
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
- 2
- Last reviewed
- 17 September 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 17 September 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education to students in Years 1 to 6
- Years 1 to 6
What ERO wrote in its latest report
This is ERO’s report of 17 September 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.
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
Waimarama School, located in the coastal setting of Waimārama , provides education to students in Years 1 to 6. The school’s current roll is 23, and most learners are Māori . A Limited Statutory Manager (LSM) was appointed to the school in November 2023, and a new School Board was formed during 2024. The LSM supported the Board in employment, finances and communication functions and to establish policies and procedures. This role shifted to specialist help in June 2025. A new principal was appointed at the start of Term 2, 2025.
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
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? Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well.
What is the quality of teaching and learning? The school is improving teaching and learning.
How well does the school curriculum respond to all learners needs? Learners have some 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? 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 needs to improve its reporting to parents / whānau about their child’s learning, achievement and progress. The school should improve its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.
Student Health and Safety The school board needs to ensure a physically and emotionally safe learning environment.
Achievement in Years 0 to 8
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 65% 65 to 79% 80 to 90% Over 90%
Reading Reliable data was not available.
Writing Reliable data was not available.
Mathematics Reliable data was not available.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
Less than a third of learners attend school regularly.
The school is significantly behind the target of 80% regular attendance.
The school is yet to have a suitable plan 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 is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing 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 principal, new to the school, is addressing the lack of progress and achievement information.
The school is developing good quality planning to increase the rate of progress for all groups of students.
The school has no data to show improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has no data to show improved 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 and/or pānui, tuhituhi and pāngarau 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
A recently appointed principal is purposeful in leading learner-focused change, giving priority to the delivery of teaching and assessment practices that align to The New Zealand curriculum .
Teachers know their students well; students learn in a positive and affirming environment that acknowledges and celebrates their cultural identity and individual strengths.
Students benefit from explicit instruction in reading, writing and mathematics that is adapted to meet their needs and abilities within multi-level classrooms; further developing teacher expertise in teaching structured literacy and mathematics is an identified next step.
The school has a reciprocal relationship with the local marae that enhances the practices of Waimaramatanga - tikanga and kawa - that is significant to the local hapū .
Key priorities
Improve regular attendance.
Use reliable assessment tools and strategies to gather student achievement information.
Improve student progress and achievement including for those students who require acceleration in their learning.
Share accurate information on student progress and achievement with whānau , the School Board and the school community.
Strengthen the quality of teaching to effectively deliver and assess structured approaches in literacy and mathematics, and the English and mathematics curriculum.
Actions to bring about improvement
Within three months:
the School Board and leaders work the school community to develop and implement a suitable attendance plan to improve regular attendance
staff begin professional learning to increase capacity in the delivery and assessment of structured approaches to the teaching of literacy and mathematics
Termly:
leaders and teacher review attendance improvement actions, share updates with the School Board and the school community, and adjust plans as needed to improve regular attendance
Within six months:
leaders review current processes to ensure appropriate approaches to assessment and moderation processes are in place and that data is being used to guide classroom practices
leaders and teachers collect, analyse and use robust assessment data to inform teaching practice across the curriculum
Every six months:
leaders and teachers review how current approaches support learners' achievement in reading, writing, and mathematics and appropriately respond to their learning needs and take steps to maintain progress
leaders report to the School Board and whānau on progress and achievement of tamariki within The New Zealand Curriculum , using a range of reliable data and processes to ensure accuracy of the information
Annually:
leaders and the School Board work together to evaluate learners progress and achievement in reading, writing and mathematics and identify improvement priorities to guide strategic and annual planning
leaders and the School Board evaluate patterns in attendance for all learners, use this information to identify next steps to continue to increase rates of regular attendance.
Expected outcomes
Improved rates of regular attendance.
Increasing numbers of learners achieve at or above expected curriculum levels in literacy and mathematics including improvement for those learners at risk of not achieving.
Accurate assessment information that is shared with whānau , School Board and the community.
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
No
Actions for Compliance
ERO and the board have identified the following areas of non-compliance during the board assurance process:
ensure safety checking processes for staff appointments contain sufficient records of identity and background checks and ensure that risk assessment is undertaken and recorded [Education and Training Act 2020 s104, Children’s Act 2014]
use good quality assessment information to report to each student at the school and their parents on student’s progress and achievement [Education (School Boards) Amendment Regulation 2022 regulation 21]
monitor and evaluate boards own performance against planning documents [Education (School Planning and Reporting) Regulations, 2023 s. 639]
ensure records of discipline procedures are maintained as evidence that processes are followed. [Education and Training Act 2020 section 78-89]
The School Board has since taken steps to address the areas of non-compliance identified.
Recommendation to the Ministry of Education
ERO recommends that the Ministry of Education continues with specialist help so that:
the School Board fully understands its roles and responsibilities
the principal is supported to make the necessary changes for high quality teaching and learning.
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 (Acting)
17 September 2025
Read the full report on ero.govt.nz →
All 2 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).