Allandale School
Contributing · State
- Year levels
- 1–6
- Total roll
- 339
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 167 King Street, Kopeopeo, Whakatane
- Territorial authority
- Whakatane District
- Phone
- 07-3087645
- learnalot@allandale.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.
- Term dates
- Term 1, 2026: 2 February - 2 April
2 February - 2 April Term 1 Dates
Year stated as2026 School Term Dates
- Term 2, 2026: 20 April - 3 July
20 April - 3 July Term 2 Dates
Year stated as2026 School Term Dates
- Term 3, 2026: 20 July - 25 September
20 July - 25 September Term 3 Dates
Year stated as2026 School Term Dates
- Term 4, 2026: 12 October - 15 December
12 October - 15 December Term 4 Dates
Year stated as2026 School Term Dates
- Term 1, 2026: 2 February - 2 April
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 104
- Māori
- 249
- Pacific
- 22
- Asian
- 24
- MELAA
- 10
- 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 | 43 | 4 | 2 | 0 | 0 | 14 | 0 | 55 |
| Year 02 | 27 | 1 | 5 | 1 | 0 | 8 | 0 | 37 |
| Year 03 | 47 | 3 | 4 | 3 | 0 | 17 | 0 | 64 |
| Year 04 | 45 | 4 | 3 | 3 | 0 | 16 | 0 | 62 |
| Year 05 | 49 | 2 | 5 | 1 | 0 | 14 | 0 | 63 |
| Year 06 | 34 | 7 | 8 | 1 | 0 | 15 | 0 | 53 |
| Year 07 | 7 | 0 | 0 | 0 | 0 | 7 | 0 | 12 |
| Total | 252 | 21 | 27 | 9 | 0 | 91 | 0 | 346 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 43 | 4 | 2 | 0 | 0 | 14 | 0 | 55 |
| Age 06 | 28 | 1 | 5 | 1 | 0 | 9 | 0 | 39 |
| Age 07 | 40 | 2 | 4 | 3 | 0 | 13 | 0 | 54 |
| Age 08 | 47 | 5 | 3 | 3 | 0 | 16 | 0 | 63 |
| Age 09 | 49 | 2 | 5 | 1 | 0 | 16 | 0 | 66 |
| Age 10 | 39 | 7 | 8 | 1 | 0 | 17 | 0 | 58 |
| Age 11 | 6 | 0 | 0 | 0 | 0 | 6 | 0 | 11 |
| Total | 252 | 21 | 27 | 9 | 0 | 91 | 0 | 346 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
57%
| Allandale School | 57% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 17.7% |
|---|---|
| Male | 90.5% |
| Māori | 83.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 57% |
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
15.3%
| Allandale School | 15.3% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 28.2% |
| Māori | 22.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 15.3% |
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
14.8%
| Allandale School | 14.8% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 27.4% |
| Māori | 21.7% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 14.8% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 517
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Medium urban area
- Date opened
- 31 January 1954
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
- 26 October 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (26 October 2023)
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 26 October 2023 — 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 and the board have identified the following areas of non-compliance during the board assurance process:
compliance with the requirement to adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community.
[Section 91 Education and Training Act 2020]
ensured compliance with the use, retention and disposal of school records, including personal information.
[Public Records Act 2005, Privacy Act 2020]
consulted with the school's Māori community, developed and made known to the school's community policies, plans and targets for improving the progress and achievement of Māori students
[Section 127 (1)(d) Education and Training Act 2020]
reported to the community on the progress and achievement of students
[Regulation 21 of Education (School Boards) Amendment Regulations 2022]
The board has since taken steps to address areas of non-compliance identified.
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 339 — 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 2017
435
Counted while ERO’s review team was at the school. Education Review Office, report of 7 February 2018
July 2013
422
Counted while ERO’s review team was at the school. Education Review Office, report of 3 September 2013
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 26 October 2023 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within 12 months of the Education Review Office and Allandale School working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
Allandale School is situated in Whakatāne and provides education for students in Years 1-6. The school values of Whanaungatanga, Manaakitanga and Kaitiakitanga are prioritised and fostered across the school environment. The school is proud of their valued relationships with whānau and community. The school currently provides te reo Māori immersion and bilingual classes for some learners.
Allandale School’s strategic priorities for improving outcomes for learners are to:
ensure all students progress in their learning to achieve at their full potential
create a positive, healthy, connected inclusive climate for learning, that develops engaged, resourceful, lifelong learners
understand and celebrate students for who they are, where they come from and the communities they are part of, enabling them to confidently take their place in the world
achieve academic equity for Māori learners
provide high quality delivery of teaching and learning.
You can find a copy of the school’s strategic and annual plan on Allandale School’s website.
ERO and the school are working together to evaluate how well systems and programmes for teaching and learning positively impact all learners to progress and achieve.
The rationale for selecting this evaluation is to:
strengthen consistency of effective teaching, learning and assessment practices schoolwide
improve learning outcomes for all learners
improve and maintain high rates of attendance for all learners.
The school expects to see improvements in:
outcomes of equity and excellence for all learners with priority for those learners underachieving or at risk of underachieving
regular rates of attendance for all learners
consistency of responsive teaching, learning and assessment practices across the school, resulting in effective transitions for learning, and learners, within and through year levels
robust and collective systems and processes for teachers and leaders to regularly monitor and evaluate priority actions and their impact on learner outcomes.
Strengths
The school can draw from the following strengths to support its goals:
collaborative staff and board focused on establishing systems and processes to support greater equity and excellence for every learner
supportive partnerships with parents, whānau and community focused on positive outcomes for learners
school values of whanaungatanga, manaakitanga and kaitiakitanga that are prioritised schoolwide
a clearly structured plan for improvement that clarifies and supports actions for success.
Where to next?
Moving forward, the school will prioritise outcomes of equity and excellence for all learners through:
staff professional learning to improve coherent teaching, learning and assessment practices schoolwide
ensuring assessment information, analysis and reporting is reliable and used effectively to inform planning and improvement
implementing robust systems and processes for the consistent monitoring and evaluation of priority actions and their impact on learner outcomes
establishing processes for consistent monitoring of, and response to, attendance data to improve attendance rates for all.
ERO has concerns about aspects of
the sufficiency and quality of policies, procedures and self-review that have guided the operation of the school.
Recommendation
Trustees and school leaders need to:
prioritise the customisation of the recently purchased school policy framework
adhere to the regular review schedule
develop their understandings of appropriate assurance reporting
support all staff to understand and engage meaningfully with procedures.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director of Schools
26 October 2023
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).