Waitoriki School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 32
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 364 Lincoln Road, Inglewood
- Territorial authority
- New Plymouth District
- Phone
- 06-7567056
- office@waitoriki.school.nz
- Website
- not reported
- Directions
- Get directions
Other schools nearby: schools in New Plymouth · schools in Taranaki
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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 28
- Māori
- 13
- Pacific
- 2
- Asian
- 1
- 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 | 1 | 0 | 1 | 0 | 0 | 1 | 0 | 2 |
| Year 02 | 1 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Year 03 | 5 | 1 | 0 | 0 | 0 | 8 | 0 | 9 |
| Year 04 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Year 05 | 2 | 1 | 1 | 0 | 0 | 7 | 0 | 8 |
| Year 06 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Year 08 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Total | 13 | 2 | 2 | 0 | 0 | 32 | 0 | 37 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 1 | 0 | 0 | 1 | 0 | 2 |
| Age 06 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Age 07 | 4 | 1 | 0 | 0 | 0 | 8 | 0 | 9 |
| Age 08 | 1 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Age 09 | 2 | 1 | 1 | 0 | 0 | 7 | 0 | 8 |
| Age 10 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Age 12 | 1 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Total | 13 | 2 | 2 | 0 | 0 | 32 | 0 | 37 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Waitoriki School | 0% |
|---|---|
| Taranaki Region | 41.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Waitoriki School | 0% |
|---|---|
| Taranaki Region | 4.1% |
| 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%
| Waitoriki School | 0% |
|---|---|
| Taranaki Region | 1.6% |
| 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)
- 458
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1880
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
- 23 September 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (29 November 2022)
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 29 November 2022 — 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:
Renewal of police vetting every three years for employees who still work at the school.
[Clause 12 schedule 4 Education and Training Act 2020]
The board has since addressed the area of non-compliance identified.
What this report states about the school
As stated in ERO’s report of 23 September 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
has 37 students in Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 23 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
Waitoriki School has 37 students in Years 1 to 8 of which, 67% are New Zealand European / Pākehā , 31% identify as Māori and 2% of other ethnicities. The school is guided by the vision, Active in Learning - Loving to Learn - Mātātoa i roto Akoranga - Aroha ki te Ako . The PURURI values of Perseverance, Uniqueness, Responsibility, Initiative, Respect and Integrity underpin the vision.
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
Improvements and findings
This section is about the progress the school has made since the November 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school has focused on evaluating how effectively the school’s localised curriculum improves outcomes for all learners, with a focus on wellbeing and achievement. The school expected to see additional actions taken to improve the curriculum’s responsiveness and support higher levels of engagement, self-confidence, and achievement among learners.
Findings
During the evaluation, it was found the school’s curriculum is providing learners with a broad range of learning experiences and opportunities. The principal is implementing professional learning and development (PLD) for teachers to support acceleration of progress and equitable achievement outcomes for learners. Teachers meet regularly to review and plan programmes that support learner wellbeing and academic success.
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? The school is working towards high levels of success and progress for all learners.
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 rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in foundational 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 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 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 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 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 becoming more 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.
Less than a third of learners attend school regularly.
The school is behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is 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 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 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 and is likely to meet them by 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
Learners’ report having a strong sense of pride in the school, they understand and demonstrate the school values.
Teachers implement structured approaches to teaching reading, writing and mathematics focused on strengthening students’ foundational literacy and numeracy skills.
The curriculum connects students with their community and local area to provide meaningful learning opportunities.
Teachers participate in professional learning that aligns to the school’s strategic goals and increases their collective ability to meet learner needs.
Staff collaboratively plan and monitor improvement strategies for students requiring additional support, including effective transition initiatives and wellbeing provisions.
The principal, staff and school Board maintain effective partnerships with the community; informed curriculum and resourcing decisions are aligned to supporting equitable outcomes for learners.
Key priorities
Improve and sustain regular attendance.
Embed teaching practices that accelerate equitable and excellent progress and achievement outcomes.
Review current assessment practices to align with new curriculum requirements.
Use internal evaluation to measure the impact of strategic initiatives implemented to improve learner outcomes.
Actions to bring about improvement
Within three months:
the principal and staff implement an attendance plan, including initiatives to increase regular attendance
Within six months:
teachers engage in ongoing professional learning to support their collective knowledge and consistent use of effective teaching practices and assessment tools in English and Mathematics
Every six months:
the principal monitors and reports on the effectiveness of the school’s attendance plan
the principal and teachers routinely evaluate the impact of strategic initiatives implemented to accelerate learner progress and achievement outcomes
Annually:
the principal and teachers assess how well the school’s evaluation for improvement model is supporting improved outcomes for learners and plan for the following year
the principal and school Board review student attendance, progress and achievement outcomes and use this information to report to parents and inform strategic planning and resourcing decisions
Expected outcomes
Regular attendance increases to meet the Government’s attendance target.
Effective schoolwide teaching, learning and assessment practices that promote successful learner outcomes.
Strengthened internal evaluation capability that supports ongoing school improvements.
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
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 L et’s continue to work together for the greater good of all children
Sharon Kelly Director of Schools
23 September 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).