Woodlands School (Opotiki)
Full Primary · State
- Year levels
- 1–8
- Total roll
- 177
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 168 Dip Road, Opotiki
- Territorial authority
- Ōpōtiki District
- Phone
- 07-3157633
- emaxwell@woodlands.school.nz
- Directions
- Get directions
Other schools nearby: schools in Bay of Plenty
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.
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.
- School day starts
- 8.45am
School Starts | 8.45am
- 8.45am
- School day ends
- 2.30pm
School Finishes | 2.30pm
- 2.30pm
- Uniform
- Required
| Uniform | Sizes | Price | | Short sleeved polos | All Sizes | $30.00 |
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 89
- Māori
- 127
- Pacific
- 13
- Asian
- 24
- MELAA
- 1
- Other
- 2
- 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 | 17 | 3 | 4 | 2 | 0 | 19 | 0 | 31 |
| Year 02 | 24 | 2 | 5 | 1 | 0 | 11 | 0 | 29 |
| Year 03 | 19 | 1 | 3 | 0 | 0 | 14 | 0 | 25 |
| Year 04 | 23 | 3 | 3 | 0 | 0 | 9 | 0 | 27 |
| Year 05 | 13 | 0 | 5 | 0 | 1 | 5 | 0 | 23 |
| Year 06 | 14 | 1 | 1 | 0 | 0 | 5 | 0 | 18 |
| Year 07 | 14 | 1 | 0 | 0 | 0 | 6 | 0 | 16 |
| Year 08 | 20 | 0 | 1 | 0 | 1 | 12 | 0 | 29 |
| Total | 144 | 11 | 22 | 3 | 2 | 81 | 0 | 198 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 17 | 3 | 4 | 2 | 0 | 19 | 0 | 31 |
| Age 06 | 22 | 2 | 5 | 1 | 0 | 10 | 0 | 27 |
| Age 07 | 21 | 1 | 3 | 0 | 0 | 15 | 0 | 26 |
| Age 08 | 21 | 3 | 2 | 0 | 0 | 8 | 0 | 25 |
| Age 09 | 14 | 0 | 6 | 0 | 1 | 7 | 0 | 26 |
| Age 10 | 15 | 1 | 1 | 0 | 0 | 4 | 0 | 18 |
| Age 11 | 14 | 1 | 0 | 0 | 0 | 6 | 0 | 16 |
| Age 12 | 19 | 0 | 1 | 0 | 1 | 12 | 0 | 28 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 144 | 11 | 22 | 3 | 2 | 81 | 0 | 198 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
47.8%
| Woodlands School (Opotiki) | 47.8% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 18.3% |
|---|---|
| Male | 80% |
| Māori | 35.3% |
| Pacific | 0% |
| Asian | 241.6% |
| Other | 0% |
| European/Pākehā | 70% |
| Total | 47.8% |
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
29.6%
| Woodlands School (Opotiki) | 29.6% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 61.3% |
| Māori | 36.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 29.6% |
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
15%
| Woodlands School (Opotiki) | 15% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 30.8% |
| Māori | 18.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 15% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 516
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 30 September 1921
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
- 4
- Last reviewed
- 22 May 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (22 May 2024)
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 board assurance report of 22 May 2024 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
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 177 — 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.
August 2019
119
Counted while ERO’s review team was at the school. Education Review Office, report of 22 October 2019
May 2016
109
Counted while ERO’s review team was at the school. Education Review Office, report of 21 September 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 May 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
Woodlands School ( Opotiki ) is a semi-rural full primary school located near Ōpōtiki and provides education for students in Years 1 to 8. The school vision supports and values students as lifelong learners.
There are two parts to this report.
Part A: An evaluative summary of student success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Student Success and Wellbeing
Outcomes for learners are increasingly equitable
2023 achievement information shows that the majority of learners achieved at or above curriculum expectations in reading and writing; however overall outcomes for learners in mathematics were lower than those for literacy.
Māori learners achieve as well as their non- Māori peers.
Improved attendance rates for priority learners have been achieved through a strategic focus resulting in increased whānau engagement for learning.
Conditions to support student success
Leaders foster a culture committed to quality teaching and working towards equity in learner outcomes.
Leadership is focused on strengthening consistency of teaching programmes to support expectations for quality teaching and learning.
Leadership builds educationally focused relationships with education providers and community groups to support and increase opportunities for learning and success.
Leaders are increasingly involving whānau and iwi in school decision making.
Teaching is increasingly intentional and responsive to the diverse needs of learners.
Teachers are progressively integrating te reo Māori, tikanga Māori and mātauranga Māori learning opportunities throughout the curriculum.
Learners needing additional support are identified and provided with increasingly effective assistance to progress their learning.
Teachers and leaders collectively inquire into aspects of teaching practice to support learner progress and achievement.
The school has well established conditions that underpin successful school improvement.
Leaders and teachers are strengthening the use of information from a range of sources to plan for ongoing improvement.
Leaders and teachers facilitate regular opportunities for parents and whānau to engage in school life and to share their aspirations for learner success.
The school has established programmes and processes to support, and regularly monitor, high expectations for positive behaviour and wellbeing.
Strengthened partnerships with manawhenua support implementation of the school’s localised curriculum which is guided by Whakatōhea Maurua .
Part B: Where to next?
The agreed next steps for the school are to:
enhance schoolwide consistency in the planning and delivery of literacy and mathematics
strengthen understanding and use of assessment information in literacy and mathematics to enable teachers to refine and tailor learning programmes to most effectively meet learner needs
establish collective and robust processes for teachers to regularly monitor and evaluate the impact of their teaching on learner progress and achievement
strengthen the use of evaluative evidence and data to inform and enhance schoolwide decision making for improvement
continue to focus on improving attendance rates for all learners.
The agreed actions for the next improvement cycle and timeframes are as follows:
Within six months:
develop an action plan for schoolwide mathematics improvement that includes outcomes for success, timelines for monitoring and evaluating progress, and next steps for continued development
clearly identify teachers’ strengths and development needs and access professional learning to support consistency of quality mathematics teaching and learning and assessment practices
establish robust processes to collectively monitor the impact of teaching, learning and assessment on target learner progress and achievement.
Every six months:
monitor how well teachers’ knowledge and implementation of the mathematics programme is developing and impacting on learners’ progress
monitor how well teachers are using assessment information to guide teacher planning to ensure equitable and engaging opportunities for all learners to succeed in mathematics
monitor the effectiveness of strategies used to improve attendance rates for all.
Annually:
use progress and achievement data, along with whānau and learner voice, to evaluate the improvement in mathematics programmes for learning and to inform next steps
evaluate how well collective monitoring processes have supported improvements in the quality of teaching and assessment practices, and improvements in outcomes for learners.
Actions taken against these next steps are expected to result in:
improved levels of engagement, confidence and achievement outcomes for all students in mathematics
strengthened content and assessment knowledge for teachers that enables them to adapt and refine programmes and practices to meet the needs of all students in their classrooms
embedded processes for collective and robust monitoring and evaluation of the impact of teaching and learning on learner progress and achievement
strengthened systems and processes for gathering and using evaluative evidence to effectively inform and prioritise schoolwide strategic improvement.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all students. The next public report on ERO’s website will be a School Evaluation 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
Shelley Booysen Director of Schools
22 May 2024
About the School
The Education Counts 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 4 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).