Waipa School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 329
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Kia Toa Street, Ngaruawahia
- Territorial authority
- Waikato District
- Phone
- 07-8248228
- office@waipa.school.nz
- Website
- not reported
- Directions
- Get directions
Other schools nearby: schools in Waikato
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 157
- Māori
- 235
- Pacific
- 23
- Asian
- 14
- MELAA
- 7
- 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 | 20 | 2 | 2 | 1 | 0 | 21 | 0 | 34 |
| Year 02 | 34 | 5 | 2 | 2 | 0 | 23 | 0 | 43 |
| Year 03 | 30 | 2 | 6 | 0 | 1 | 17 | 0 | 37 |
| Year 04 | 30 | 5 | 1 | 1 | 0 | 23 | 0 | 40 |
| Year 05 | 38 | 6 | 2 | 1 | 0 | 27 | 0 | 49 |
| Year 06 | 29 | 4 | 3 | 1 | 1 | 15 | 0 | 40 |
| Year 07 | 42 | 4 | 1 | 1 | 0 | 20 | 0 | 52 |
| Year 08 | 31 | 7 | 1 | 0 | 1 | 12 | 0 | 39 |
| Total | 254 | 35 | 18 | 7 | 3 | 158 | 0 | 334 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 18 | 2 | 1 | 1 | 0 | 18 | 0 | 29 |
| Age 06 | 30 | 4 | 3 | 2 | 0 | 20 | 0 | 40 |
| Age 07 | 32 | 2 | 5 | 0 | 1 | 20 | 0 | 40 |
| Age 08 | 30 | 5 | 2 | 1 | 0 | 26 | 0 | 41 |
| Age 09 | 35 | 6 | 2 | 1 | 0 | 23 | 0 | 44 |
| Age 10 | 33 | 3 | 2 | 1 | 1 | 18 | 0 | 45 |
| Age 11 | 40 | 4 | 2 | 1 | 0 | 18 | 0 | 51 |
| Age 12 | 34 | 9 | 1 | 0 | 0 | 14 | 0 | 40 |
| Age 13 | 2 | 0 | 0 | 0 | 1 | 1 | 0 | 4 |
| Total | 254 | 35 | 18 | 7 | 3 | 158 | 0 | 334 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
4.2%
| Waipa School | 4.2% |
|---|---|
| Waikato Region | 53.9% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 8.1% |
| Māori | 5.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 12.9% |
| Total | 4.2% |
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%
| Waipa School | 0% |
|---|---|
| Waikato Region | 6.6% |
| 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%
| Waipa School | 0% |
|---|---|
| Waikato Region | 2.4% |
| 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)
- 527
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1957
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
- 30 September 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (30 September 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 same report — the board assurance report of 30 September 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO has identified the following area of non-compliance during the board assurance process:
ensure that a person in a teaching position holds a current Limited Authority to Teach (LAT). (Section 93(1) Education and Training Act 2020)
The board has since addressed the area of non-compliance identified.
What ERO wrote in its latest report
This is ERO’s report of 30 September 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
Waipa School is located in the town of Ngāruawāhia and provides education for students in Years 1 to 8. The school has 14 core values that focus on building lifelong learners and underpin The Waipa Way.
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 learners.
The majority of students progress and achieve at expected curriculum levels in reading, writing and mathematics.
The school has yet to address disparity in achievement for some groups of learners, particularly in reading and writing; addressing this remains an identified priority for leaders, teachers and the school board.
Learners with additional learning and behavioural needs make appropriate progress and are well supported through the school’s liaison with a range of external agencies and in-class support.
In relation to the Ministry of Education’s target, less than half of students attend school regularly; the school is working to improve attendance for all learners .
Conditions to support learner success
Collaborative leadership focuses on the continuous improvement of the school’s strategic priorities and targets.
Leaders are increasingly developing a learning culture among staff for commitment to high quality teaching and improved outcomes for learners.
Leaders engage in relevant professional learning and development with teachers for enhanced teaching effectiveness and better learner outcomes.
Leaders have identified, and ERO’s evaluation affirms, teacher planning and assessment as areas to further strengthen for greater schoolwide consistency.
The school is working towards strengthening the local curriculum and teaching practices to better meet the needs of all students.
Teachers and leaders collectively inquire into aspects of teaching practice to support learner progress and achievement.
Teachers are establishing and embedding teaching practices that respond to students’ languages, cultures and identities.
Leaders and teachers are taking steps to develop and implement curriculum initiatives and programmes that draw on te reo Māori, tikanga Māori and te ao Māori.
Key conditions, including learner wellbeing, that underpin successful schooling outcomes are being embedded.
Positive relationships among teachers and students enhance learners’ sense of belonging.
Through systematic wellbeing approaches, leaders and teachers well support learners, parents and whānau .
The board is strengthening governance practices to ensure improvement actions focus on positive learner outcomes.
Part B: Where to next?
The agreed next steps for the school are to:
further engage with parents and whānau to implement effective strategies to increase rates of regular attendance
improve outcomes for all learners through strengthening the effective use of schoolwide assessment information to guide responsive teaching and learning practices
in consultation with the community, continue to develop and implement the school’s strategic plan to provide clear direction and support effective self review
strengthen and refine the school’s local curriculum to give effect to Te Tiriti o Waitangi .
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
review current school initiatives and explore further strategies with parents and whānau to improve student attendance
consult with the community to develop and implement the school’s new strategic plan
Every six months:
analyse and monitor rates of student attendance to know the impact of attendance initiatives and inform further school planning and action
review and report to the board on student progress and achievement information, prioritising and analysing the impact on reducing disparity
evaluate how well teachers use assessment information to plan and teach responsive and engaging learning experiences for all students
review the progress made in developing and implementing the school’s local curriculum to support the integration of te reo Māori, tikanga Māori and te ao Māori
Annually:
leaders and the board will use student attendance, progress and achievement information to evaluate the effectiveness of strategic planning priorities on learner outcomes and respond
develop, implement and review annual planning that aligns with the school’s strategic priorities.
Actions taken against these next steps are expected to result in:
increased rates of regular student attendance
improved overall levels of student progress and achievement are informed by the effective use of schoolwide assessment information
learners and teachers confident in their use of te reo Māori, tikanga Māori and knowledge of te ao Māori.
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
30 September 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 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).