Waipa Christian School
Composite · State : Integrated
- Year levels
- not reported
- Total roll
- 109
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 93 Chapel Drive, Te Awamutu
- Territorial authority
- Waipa District
- Phone
- 07-8714520
- office@waipachristian.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
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
- to know, love and serve Jesus Christ
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 75
- Māori
- 16
- Pacific
- 6
- Asian
- 20
- MELAA
- 7
- 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 | 0 | 1 | 3 | 0 | 0 | 2 | 0 | 6 |
| Year 02 | 3 | 2 | 3 | 0 | 0 | 19 | 0 | 23 |
| Year 03 | 2 | 0 | 4 | 1 | 0 | 6 | 0 | 12 |
| Year 04 | 2 | 1 | 4 | 0 | 1 | 10 | 0 | 13 |
| Year 05 | 2 | 1 | 2 | 0 | 0 | 7 | 0 | 9 |
| Year 06 | 1 | 0 | 2 | 1 | 0 | 10 | 0 | 11 |
| Year 07 | 0 | 0 | 3 | 0 | 0 | 9 | 0 | 11 |
| Year 08 | 2 | 1 | 0 | 0 | 0 | 2 | 0 | 4 |
| Total | 12 | 6 | 21 | 2 | 1 | 65 | 0 | 89 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 1 | 2 | 0 | 0 | 2 | 0 | 5 |
| Age 06 | 2 | 2 | 4 | 0 | 0 | 15 | 0 | 20 |
| Age 07 | 3 | 0 | 3 | 1 | 0 | 9 | 0 | 14 |
| Age 08 | 2 | 1 | 5 | 0 | 1 | 11 | 0 | 15 |
| Age 09 | 2 | 1 | 2 | 0 | 0 | 7 | 0 | 9 |
| Age 10 | 1 | 0 | 2 | 0 | 0 | 9 | 0 | 9 |
| Age 11 | 0 | 0 | 2 | 1 | 0 | 8 | 0 | 10 |
| Age 12 | 2 | 1 | 1 | 0 | 0 | 3 | 0 | 6 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 12 | 6 | 21 | 2 | 1 | 65 | 0 | 89 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
38.8%
| Waipa Christian School | 38.8% |
|---|---|
| Waikato Region | 53.9% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 72.2% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 46.5% |
| Total | 38.8% |
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%
| Waipa Christian School | 0% |
|---|---|
| Waikato Region | 6.6% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| 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%
| Waipa Christian School | 0% |
|---|---|
| Waikato Region | 2.4% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| 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)
- 421
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 23 May 1993
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
- 24 October 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 24 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
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 109 — 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.
February 2019
72
Counted while ERO’s review team was at the school. Education Review Office, report of 2 May 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 24 October 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 4 years to evaluate what is working well for learners and what needs to be improved.
About the School
Waipa Christian School is in Te Awamutu and provides education for learners in Years 1 to 8. The school roll is about 100 students, with 80% identifying as NZ European/ Pākehā and smaller numbers identifying as Māori , Pacific and Asian. The school’s vision is: To know, love and serve Jesus Christ and its core values are Respect, Responsibility, Resilience and Relationship.
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? Success and progress for all learners is increasing.
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 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 successfully 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 is improving its collection and use 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 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 64% 65 to 79% 80 to 90% Over 90%
Reading Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics Most 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 large majority of learners 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.
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 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 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
Learners feel confident and have a strong sense of belonging at school and benefit from a positive, inclusive and supportive learning environment.
Leaders build strong, trusting relationships among staff, promoting collaboration, reflection and professional growth through targeted learning aligned with the school’s strategic goals.
Structured approaches to literacy and numeracy are progressing well and remain a staff priority, with a focus on foundational skills improving learner outcomes and specialist programmes providing additional support, while the school continues to meet the one-hour-a-day requirement.
Parents and whānau are respected and actively engaged through regular, meaningful opportunities facilitated by leaders and teachers to participate in school life.
The school Board works effectively with the school community and parents report ongoing opportunities to share their views about their child’s learning.
Key priorities
Build evaluative capability and formalise processes to measure impact on learner outcomes and inform strategic decisions.
Review and align teaching, learning, assessment and reporting practices with the new literacy and mathematics curriculum requirements.
Review and document how te reo Māori, tikanga Māori and mātauranga Māori are integrated across curriculum delivery and school processes to promote engagement.
Improve the regular attendance of all learners.
Actions to bring about improvement
Within three months:
leaders develop a schoolwide evaluation process to support improvement
leaders create an assessment and reporting plan that reflects current expectations
leaders and staff explore and develop a framework to integrate te ao Māori into the curriculum
Every six months:
leaders and teachers review literacy and mathematics teaching approaches to ensure alignment with curriculum developments and identify further staff professional learning needs
leaders and teachers strengthen the school curriculum with a focus on integrating te ao Māori
leaders review targeted interventions to accelerate progress in literacy and mathematics
leaders and teachers monitor and respond to learner attendance data
Annually:
the School Board and leaders evaluate the impact of targeted interventions and curriculum implementation to accelerate learning and guide strategic decision-making
the School Board and leaders review the effectiveness of attendance strategies, including learner and whānau feedback and plan next steps.
Expected outcomes
High-quality teaching, learning and assessment practices embedded schoolwide.
Increasingly excellent and equitable outcomes for all learners.
Improved regular attendance of all learners.
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
Actions for Compliance
ERO has identified the following areas of non-compliance during the board assurance process:
meet children’s worker safety checking requirements [Sections 25, 26 and 27 of the Children’s Act 2014]
The Board has since addressed the areas of non-compliance identified.
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
24 October 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).