Waipukurau School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 298
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 2 St Mary'S Road, Waipukurau
- Territorial authority
- Central Hawke's Bay District
- Phone
- 06-8589348
- office@waipukurau.school.nz
- Directions
- Get directions
Other schools nearby: 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.
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.
- Uniform
- Required
green and white polo shirt (unisex) green half zip polo fleece (unisex) Green Bucket hat with School logo embroidered on front (for Terms 1 & 4)
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 230
- Māori
- 96
- Pacific
- 16
- Asian
- 15
- MELAA
- 13
- 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 | 3 | 0 | 3 | 2 | 0 | 24 | 0 | 29 |
| Year 02 | 9 | 1 | 1 | 3 | 0 | 24 | 0 | 30 |
| Year 03 | 11 | 2 | 3 | 1 | 0 | 26 | 0 | 32 |
| Year 04 | 20 | 5 | 2 | 1 | 0 | 33 | 0 | 46 |
| Year 05 | 13 | 1 | 1 | 3 | 0 | 31 | 0 | 42 |
| Year 06 | 17 | 2 | 1 | 1 | 0 | 31 | 0 | 40 |
| Year 07 | 15 | 2 | 2 | 3 | 0 | 39 | 0 | 51 |
| Year 08 | 12 | 2 | 1 | 3 | 1 | 43 | 0 | 52 |
| Total | 100 | 15 | 14 | 17 | 1 | 251 | 0 | 322 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 0 | 3 | 2 | 0 | 21 | 0 | 26 |
| Age 06 | 9 | 1 | 1 | 2 | 0 | 26 | 0 | 31 |
| Age 07 | 11 | 2 | 3 | 2 | 0 | 27 | 0 | 34 |
| Age 08 | 20 | 5 | 2 | 1 | 0 | 32 | 0 | 45 |
| Age 09 | 12 | 1 | 1 | 3 | 0 | 30 | 0 | 41 |
| Age 10 | 17 | 2 | 1 | 1 | 0 | 31 | 0 | 40 |
| Age 11 | 13 | 2 | 2 | 3 | 0 | 36 | 0 | 46 |
| Age 12 | 12 | 2 | 1 | 3 | 1 | 39 | 0 | 49 |
| Age 13 | 3 | 0 | 0 | 0 | 0 | 9 | 0 | 10 |
| Total | 100 | 15 | 14 | 17 | 1 | 251 | 0 | 322 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
52.6%
| Waipukurau School | 52.6% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 48.4% |
|---|---|
| Male | 56.6% |
| Māori | 88.9% |
| Pacific | 171% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 42.3% |
| Total | 52.6% |
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
14%
| Waipukurau School | 14% |
|---|---|
| Hawke's Bay Region | 6.2% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 28.4% |
| Māori | 42.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 14% |
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
7.1%
| Waipukurau School | 7.1% |
|---|---|
| Hawke's Bay Region | 3% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 14.3% |
| Māori | 21.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 7.1% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 467
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 13 August 1867
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
- 22 August 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 22 August 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
full primary school for 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 298 — 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.
May 2019
321
Counted while ERO’s review team was at the school. Education Review Office, report of 8 July 2019
March 2016
266
Counted while ERO’s review team was at the school. Education Review Office, report of 10 May 2016
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 22 August 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
Waipukurau School is a full primary school for Years 1 to 8. The school roll is 330 students with the majority identifying as Pākehā | New Zealand European and 32% identifying as Māori . The schools’ vision is Be the best version of you and its values are I am kind, I am honest, I persevere.
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 excellent 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 rich opportunities to learn across the breadth and depth of the curriculum. There is a 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? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.
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 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 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 A large majority of learners meet or exceed the expected curriculum level. Results are becoming more 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 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 uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well 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 has 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.
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
Students benefit from effective teaching practices in positive, learning-focused environments. The school’s values are well-embedded and foster respectful relationships that support most learners to sustain progress over time.
The school culture supports staff and student wellbeing. Structured approaches to reading and writing are embedded across the school and the school is well-positioned to implement structured mathematics. Students experience a broad curriculum that promotes the development of life-long skills.
Leaders set high expectations for improvements in teaching and learning. Teacher capability is strengthened through professional learning.
Key priorities
Review and implement school initiatives to increase regular student attendance.
Embed structured mathematics and further extend structured literacy approaches schoolwide.
Use data to identify, monitor and regularly report on the progress of learners at risk of not achieving.
Actions to bring about improvement
Within six months:
leaders and teachers review student achievement data to identify learners at risk of not achieving and to monitor and plan targeted actions to support their progress
Every six months :
leaders and teachers monitor and review attendance initiatives to increase overall student attendance
leaders and teachers implement and report on the progress with structured mathematics programmes
Annually:
leaders report on the progress in implementing structured mathematics and plan future actions for ongoing improvement
the School Board and leaders analyse attendance trends and the impact of initiatives to improve regular student attendance and plan next steps
the School Board and leaders review progress made and the effectiveness of targeted interventions and support programmes for students who require support to inform strategic planning.
Expected outcomes
Regular student attendance will increase.
Leaders and teachers embed structured mathematics schoolwide.
Levels of equity in learner outcomes improve, especially for learners identified as needing support to progress and achieve well.
Regulatory and Legislative Requirements
This section of the report is about how the school meet 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 area of non-compliance during the board assurance process:
ensure that police vetting is renewed every three years for all staff [Children’s Act 2024 – Safety Checking of Workforce].
The board has since addressed the area of non-compliance identified.
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)
22 August 2025
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).