Warepa School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 65
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Old Port Road, Balclutha
- Territorial authority
- Clutha District
- Phone
- 03-4182554
- office@warepa.school.nz
- Website
- http://www.warepa.school.nz
- Directions
- Get directions
Other schools nearby: schools in Otago
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
- 59
- Māori
- 6
- Pacific
- 2
- Asian
- 3
- 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 | 0 | 0 | 0 | 3 | 0 | 4 |
| Year 02 | 1 | 0 | 1 | 0 | 0 | 3 | 0 | 5 |
| Year 03 | 2 | 0 | 0 | 0 | 0 | 9 | 0 | 10 |
| Year 04 | 0 | 0 | 1 | 0 | 0 | 6 | 0 | 7 |
| Year 05 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Year 06 | 1 | 1 | 1 | 0 | 0 | 11 | 0 | 12 |
| Year 07 | 2 | 0 | 1 | 0 | 0 | 11 | 0 | 12 |
| Year 08 | 0 | 1 | 0 | 0 | 0 | 13 | 0 | 13 |
| Total | 8 | 2 | 4 | 0 | 0 | 57 | 0 | 65 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Age 06 | 1 | 0 | 1 | 0 | 0 | 3 | 0 | 5 |
| Age 07 | 2 | 0 | 0 | 0 | 0 | 9 | 0 | 10 |
| Age 08 | 0 | 0 | 1 | 0 | 0 | 6 | 0 | 7 |
| Age 09 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Age 10 | 1 | 1 | 1 | 0 | 0 | 11 | 0 | 12 |
| Age 11 | 2 | 0 | 0 | 0 | 0 | 9 | 0 | 9 |
| Age 12 | 0 | 0 | 1 | 0 | 0 | 8 | 0 | 9 |
| Age 13 | 0 | 1 | 0 | 0 | 0 | 7 | 0 | 7 |
| Total | 8 | 2 | 4 | 0 | 0 | 57 | 0 | 65 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Warepa School | 0% |
|---|---|
| Otago Region | 36.8% |
| 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 | 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%
| Warepa School | 0% |
|---|---|
| Otago Region | 4.6% |
| 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 | 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%
| Warepa School | 0% |
|---|---|
| Otago Region | 2% |
| 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 | 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)
- 433
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 16 November 1858
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
- 22 April 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 April 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for 60 students from 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 65 — 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.
June 2019
57
Counted while ERO’s review team was at the school. Education Review Office, report of 22 August 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 22 April 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.
About the School
Warepa School provides education for 60 students from Years 1 to 8. Most students attending are European/ Pākehā and a small percentage are Māori . The school vison is ‘ Empowering and inspiring lifelong learners to achieve their potential’.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.
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 high quality education for learners are driving excellent school performance.
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 board is taking reasonable steps to ensure student health and safety.
Achievement in Years 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading Almost all learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
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
The school has good quality planning to increase the rate of progress for all groups of students.
The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has significantly extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is meeting Government reading, writing and mathematics targets set for 2030.
Part B - Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Leadership collaborates with the board, staff, students and community to set the school’s vision and direction of the school. Leaders foster and maintain expectations for high quality teaching and equitable and excellence outcomes for all learners.
Teachers create a highly cooperative and orderly learning environment for inclusivity. Learners are supported to engage, experiment and apply new learning innovatively.
The school has clear, structured routines and approaches in mathematics and literacy, with consistent, evidence-based teaching practices leading to high achievement.
The school offers many different curriculum opportunities that involve the community and encompass students’ familiar and global worlds; learners are highly engaged through project and play-based learning.
Key priorities and actions for improvement
The agreed next steps for the school are to:
improve regular attendance through more deliberate actions within strategic and annual planning
increase teacher knowledge about engagement of boys in writing, for equity of outcome
increase te reo Māori in the classroom and school environment so that all learners can see themselves in the school
within the ongoing evaluation of teaching effectiveness, consider the extent to which students are extended to further encourage higher levels of achievement in literacy and mathematics.
Within six months :
implement an attendance strategy that includes informing whānau about how regular absences affect learner engagement and achievement
teachers seek professional development to improve boys’ engagement and achievement in writing
leaders and staff seek opportunities to increase their confidence and capability in using te reo Māori
teachers adapt their practices and approaches to challenge and extend learners.
Every six months:
review and report on the success of attendance strategies and adjust accordingly
in the mid-year evaluation and reporting of progress and achievement, include specific commentary on improvements for boys in writing.
Annually:
leaders analyse attendance data looking for trends and patterns; the board to report on the effectiveness of the attendance strategies to the school community
report the impact of targeted teaching approaches on boys’ writing achievement and engagement to inform further action
evaluate and report on the impact of teacher professional development in te reo Māori and the impact on learners
identify adaptive teaching practices that effectively extend learners in literacy and mathematics and facilitate the use of these across the school.
Actions taken against these next steps are expected to result in:
all students regularly attending school
improved and equitable outcomes for boys in writing
consistent and confident use of te reo Māori in all classrooms
sustained high achievement levels for all learners in literacy and mathematics.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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 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
Sharon Kelly Director of Schools (Acting)
22 April 2025
Education Counts
This 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 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).