Whangaehu School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 17
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 71 Ruatangata Road, Whangaehu-Whanganui
- Territorial authority
- Rangitikei District
- Phone
- 06-3426703
- office@whangaehu.school.nz
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
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
- Whangaehu School Values
- Manaakitanga - Demonstrating respect, generosity, and care for the individuals at our kura, their whānau, and the wider community.
- Whanaungatanga - Making connections, building and maintaining relationships and developing a sense of belonging.
- Kotahitanga - Working together as one.
- Kaitiakitanga - Taking care of our whenua and knowing the whakapapa and pūrākau of our kura.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 8
- Māori
- 10
- Pacific
- 1
- Asian
- 4
- MELAA
- 1
- 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 | 2 | 0 | 1 | 0 | 0 | 1 | 0 | 3 |
| Year 02 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Year 03 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Year 04 | 1 | 0 | 1 | 0 | 0 | 1 | 0 | 2 |
| Year 05 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Year 06 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Year 07 | 2 | 0 | 2 | 0 | 0 | 1 | 0 | 4 |
| Year 08 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Total | 13 | 0 | 4 | 0 | 0 | 8 | 0 | 19 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 1 | 0 | 0 | 1 | 0 | 3 |
| Age 06 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Age 07 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 08 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 09 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 2 |
| Age 10 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Age 11 | 2 | 0 | 2 | 0 | 0 | 1 | 0 | 4 |
| Age 12 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Total | 13 | 0 | 4 | 0 | 0 | 8 | 0 | 19 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
725.8%
| Whangaehu School | 725.8% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 1197% |
| Māori | 291.1% |
| Pacific | Not available (source marker: "nd") |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 980% |
| Total | 725.8% |
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
106.6%
| Whangaehu School | 106.6% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 167.8% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 168.5% |
| Total | 106.6% |
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%
| Whangaehu 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 | Not available (source marker: "nd") |
| 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)
- 530
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1872
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
- 17 October 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 17 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners 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 17 — 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.
April 2019
37
Counted while ERO’s review team was at the school. Education Review Office, report of 23 May 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 17 October 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
Whangaehu School is located near Whanganui and provides education for learners from Years 1 to 8. Of the 19 students on the roll, 75% identify as Māori . The school’s values of manaakitanga , whanaungatanga , kotahitanga and kaitiakitanga reflect the aspirations of whānau and the community.
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? 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 sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly 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 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 is improving its reporting 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 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 64% 65 to 79% 80 to 90% Over 90%
Reading A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are becoming more 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 small majority of learners attend school regularly.
The school is behind the target of 80% regular attendance.
The school is yet to have 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
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 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 is developing 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 some progress towards meeting Government reading, writing and mathematics for 2030 and agrees this will need to be a key strategic priority.
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
A range of initiatives are in place to accelerate students’ learning. There is a strong emphasis on wellbeing and students have a sense of belonging. There was an increase in schoolwide attendance in Term 1, 2025. This continues to be an improvement focus.
Structured literacy has been embedded schoolwide; structured mathematics is now being implemented. Learning programmes are engaging and extend students’ interests, strengths and knowledge.
The principal and teachers work collaboratively to strengthen quality teaching practice through ongoing collegial discussions and professional learning.
Key priorities
Improve student engagement and achievement for all learners.
Implement and embed structured literacy and mathematics teaching.
Strengthen the use of data schoolwide to inform teaching planning and practice.
Update teaching and learning programmes to meet new curriculum requirements and focus on accelerating the progress of learners who require this.
Implement targeted actions to further improve attendance.
Actions to bring about improvement
Within six months:
leaders review the effectiveness of teaching practice and achievement in structured literacy and mathematics programmes; identify next steps and report progress to the School Board
leaders and the School Board review the attendance plan, identify effective initiatives and plan actions for improvement for the next six months
Every six months:
leaders monitor teachers’ understanding and implementation of assessment practices to maintain consistent expectations across the school
leaders and teachers review the development of the curriculum and report progress to the Board
Annually:
leaders and the School Board review achievement data in literacy and mathematics, the impact of teaching and learning approaches and the curriculum and plan next steps to guide strategic planning
leaders and the School Board review student attendance, evaluate the effectiveness of the attendance initiatives and develop a plan for the following year to further improve attendance.
Expected outcomes
Improved achievement outcomes and accelerated progress in literacy and mathematics.
Robust assessment systems and processes that inform teachers’ planning and practice.
A responsive curriculum that supports staff enhance their practice and promotes every learner’s achievement and wellbeing.
I mproved regular attendance.
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
Actions for Compliance
ERO has identified the following areas of non-compliance during the board assurance process:
the board must ensure that they complete and maintain records of all aspects of the safety checking of children’s workers, including identity checking of staff before staff begin in their role [Sections 25,26 and 27 of the Children’s Act 2014, and regulations 5–8 of the Children’s (Requirements for Safety Checks of Children’s Workers) Regulations 2015]
ensure the board understands the level of risk it is approving for all education outside the classroom (EOTC) activities and is assured that suitable systems are in place to manage these risks [ Health and Safety at Work Act 2015].
The Board is taking steps to address the areas of non-compliance.
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
17 October 2025
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).