Whakarongo School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 473
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Stoney Creek Road, Palmerston North
- Territorial authority
- Palmerston North City
- Phone
- 06-3569640
- office@whakarongo.school.nz
- Directions
- Get directions
Other schools nearby: schools in Palmerston North · schools in Manawatū-Whanganui
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
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 be a Future Focussed School, developing our students to be effective:
- - Innovators
- - Navigators
- - Collaborators
- International students
- Accepted, as stated
We accept students who wish to immerse themselves in an English speaking environment.
- Accepted, as stated
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Summer Hockey
- Winter Hockey
- Netball
- Touch Rugby
- Basketball
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 334
- Māori
- 93
- Pacific
- 19
- Asian
- 106
- MELAA
- 37
- Other
- 4
- 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 | 14 | 1 | 13 | 2 | 0 | 40 | 0 | 53 |
| Year 02 | 17 | 1 | 16 | 5 | 1 | 45 | 1 | 63 |
| Year 03 | 12 | 4 | 20 | 4 | 1 | 43 | 0 | 66 |
| Year 04 | 14 | 3 | 8 | 2 | 0 | 47 | 0 | 59 |
| Year 05 | 12 | 5 | 12 | 3 | 0 | 46 | 0 | 62 |
| Year 06 | 10 | 3 | 18 | 2 | 0 | 44 | 0 | 61 |
| Year 07 | 14 | 3 | 17 | 2 | 1 | 43 | 0 | 69 |
| Year 08 | 5 | 0 | 11 | 0 | 0 | 19 | 2 | 34 |
| Total | 98 | 20 | 115 | 20 | 3 | 327 | 3 | 467 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 14 | 1 | 12 | 2 | 0 | 40 | 0 | 52 |
| Age 06 | 17 | 1 | 17 | 4 | 1 | 44 | 1 | 63 |
| Age 07 | 13 | 5 | 19 | 4 | 1 | 46 | 0 | 67 |
| Age 08 | 11 | 2 | 6 | 3 | 0 | 44 | 0 | 56 |
| Age 09 | 14 | 5 | 15 | 3 | 0 | 45 | 0 | 63 |
| Age 10 | 10 | 3 | 17 | 2 | 0 | 44 | 0 | 60 |
| Age 11 | 14 | 3 | 17 | 2 | 1 | 41 | 0 | 67 |
| Age 12 | 2 | 0 | 9 | 0 | 0 | 18 | 1 | 29 |
| Age 13 | 3 | 0 | 3 | 0 | 0 | 5 | 1 | 10 |
| Total | 98 | 20 | 115 | 20 | 3 | 327 | 3 | 467 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
20.1%
| Whakarongo School | 20.1% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 38.3% |
| Māori | 19.4% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 28.2% |
| Total | 20.1% |
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%
| Whakarongo School | 0% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| 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%
| Whakarongo School | 0% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| 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)
- 424
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 3 October 1877
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
- 26 March 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 26 March 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 473 — 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.
November 2018
546
Counted while ERO’s review team was at the school. Education Review Office, report of 20 December 2018
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 26 March 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
Whakarongo School provides education for learners in Years 1 to 8. The school roll is approximately 433, with over half the learners identifying as European/ Pākehā , 20% Māori , 13% Asian and 4% of Pacific heritage. The school’s vision and Whakarongo Kid learning model is focused on developing future focused learners , underpinned by the dimensions of being an effective Navigator ( Mana motuhake ),Innovator ( Auahatanga ) and Collaborator ( Kotahitanga ).
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high 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 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
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 not yet 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 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.
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
Learners progress and achieve well in reading and mathematics; school leaders have identified a need to accelerate progress and achievement in writing for groups of learners. Learners needing additional in-class learning support are identified and provided with effective assistance; this contributes to a positive and inclusive environment that progresses learning.
Leaders continue to prioritise the improvement of student learning and achievement through strategic planning and decision making; reviewing the impact of selected initiatives that promote positive outcomes for learners, particularly for Māori learners is an identified next step.
The school is using a structured approach to literacy and mathematics to support learner progress and achievement.
Teachers work collaboratively to provide balanced curriculum coverage; regular monitoring and use of achievement information is used well to inform teaching and learning.
Staff professional learning is targeted, planned and strategically implemented for ongoing development of leadership, teaching and learner outcomes.
School leaders promote a highly reflective culture that supports teaching teams to systematically inquire into aspects of their teaching practice and positively impact learner outcomes.
Key priorities and actions for improvement
The agreed next steps for the school are to:
improve and sustain positive achievement outcomes in reading, writing and mathematics, with a focus on accelerated progress in writing
further modify the school’s evaluation process to focus on the most significant initiatives for improving equity in student attendance, progress and achievement outcomes, particularly for Māori learners
strengthen partnerships with whānau, hapū and local iwi , using the skills and knowledge they bring to enhance student learning and build on current practice.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
track, analyse and report on learner attendance, progress and achievement information to inform next steps and respond with targeted interventions for priority groups of learners
gather and use evaluative evidence to review the effectiveness of selected school initiatives designed to improve learner attendance and outcomes, including learner voice
work alongside whānau, hapū, iwi , engage and share aspirations for all learners and to sustain active participation in the planning and decision-making of the school
Annually:
evaluate the impact of literacy and mathematics approaches on student progress and achievement to plan for future professional development and strategic decisions
review and report annual attendance and achievement of learners to the board, including the impact of initiatives for improving regular termly attendance
gather whānau voice to review engagement and partnership strengths and areas for continued improvement.
Actions taken against these next steps are expected to result in:
improved and sustained levels of progress and achievement for all learners in reading, writing and mathematics
enhanced internal evaluative practices that effectively assess the impact of actions and inform deliberate decision making for improved equity of outcomes, particularly for Māori learners
positive whānau and community relationships that inspire high levels of engagement to support the most effective outcomes for all learners, including improved and sustained levels of regular attendance for all learners.
Background
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self review of its implementation of the Code.
At the time of this review there were 2 international students and no exchange students attending the school.
The school’s internal evaluation provides adequate information about the provision for international students. Provision could be more effectively monitored by incorporating specific areas identified for improvement into the annual action plan. Student voice about their experience at the school could further inform decision making.
The International Co-ordinator provides a point of contact for students and families upon enrolment and during their time at the school. Students are settled into school-life, learning and pastoral needs are regularly attended to and provision made to support student’s learning and wellbeing. Students are well integrated and participate fully in the wider life of the school.
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
Actions for Compliance
ERO has identified the following areas of non-compliance during the board assurance process:
consult and deliver a statement on the Health Curriculum at least every two years [section 91 Education and Training Act 2020]
comply with the guidelines around the supervised presence and use of firearms on and off school premises [guidelines for schools developing a firearms policy 2018]
followed the practice and procedure prescribed by the Ministry of Education’s Rules on use of physical restraint [section 100 of the Education and Training Act 2020]
documents showing that suitable human resource management practices are implemented. [section 599 and section 600 of the Education and Training Act 2020]
The board has since addressed the areas of non-compliance identified.
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 Acting Director of Schools
26 March 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).