Arohena School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 18
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 40 Pukewhau Road, Te Awamutu
- Territorial authority
- Ōtorohanga District
- Phone
- 07-8724526
- admin@arohena.school.nz
- Website
- http://arohena.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 12
- Māori
- 4
- Pacific
- 0
- 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 | 0 | 0 | 1 | 0 | 0 | 3 | 0 | 4 |
| Year 02 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Year 03 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Year 04 | 0 | 0 | 1 | 0 | 0 | 8 | 0 | 9 |
| Year 05 | 2 | 0 | 1 | 0 | 0 | 2 | 0 | 4 |
| Year 06 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 07 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Year 08 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 4 | 0 | 4 | 0 | 0 | 20 | 0 | 27 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Age 06 | 1 | 0 | 1 | 0 | 0 | 3 | 0 | 5 |
| Age 07 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Age 08 | 0 | 0 | 1 | 0 | 0 | 8 | 0 | 9 |
| Age 09 | 2 | 0 | 1 | 0 | 0 | 2 | 0 | 4 |
| Age 10 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 12 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 4 | 0 | 4 | 0 | 0 | 20 | 0 | 27 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
80.6%
| Arohena School | 80.6% |
|---|---|
| Waikato Region | 53.9% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 137.6% |
| Māori | 270.2% |
| Pacific | Too few to report |
| Asian | Too few to report |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 80.6% |
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
269.8%
| Arohena School | 269.8% |
|---|---|
| Waikato Region | 6.6% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 477.9% |
| Māori | 957.6% |
| Pacific | Too few to report |
| Asian | Too few to report |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 194.4% |
| Total | 269.8% |
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
270.5%
| Arohena School | 270.5% |
|---|---|
| Waikato Region | 2.4% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 480.7% |
| Māori | 1024.3% |
| Pacific | Too few to report |
| Asian | Too few to report |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 187.1% |
| Total | 270.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 479
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 30 September 1929
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
- 3
- Last reviewed
- 29 July 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (29 July 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 29 July 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.
What ERO wrote in its latest report
This is ERO’s report of 29 July 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
Arohena School is located in a rural community of Waikato and provides education for students in Years 1-8. Since the previous report of June 2022 there have been significant staffing changes. A new principal was appointed towards the end of 2023. Board members have remained consistent in their roles. Arohena ’s vision for learners is to make learning memorable. The school’s PRIDE values focus on developing students to have perseverance, respect, innovation, drive and empathy.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part C: The improvement actions prioritised for the school’s next evaluation cycle.
Expected Improvements and Findings
Since the previous ERO report of June 2022, ERO and the school have worked together to evaluate how well the school’s local curriculum is enabling equitable outcomes for all learners, with a specific focus on student achievement, engagement and wellbeing.
The school expected to see:
Further actions implemented to enable students to have effective, sufficient, and equitable opportunities to learn and succeed through a responsive school curriculum.
An increased focus on building resilience has enabled high levels of wellbeing for students.
An ongoing commitment to engaging with parents, whānau and the Māori community to gather views and aspirations for students’ learning, supports the development of the localised curriculum.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Significant improvement is required to enable equitable outcomes for identified learners and raise overall levels of student achievement, especially in mathematics.
The majority of all students achieve at the expected curriculum levels in literacy; half achieve in mathematics.
Significant disparity in the achievement of Māori students is evident in reading, writing and mathematics compared with their non- Māori peers; boys achieve at significantly lower levels than girls in literacy.
Wellbeing data shows that most students have a strong sense of belonging, positive relationships with teachers and feel safe at school.
Students with additional needs are well supported and make appropriate progress in relation to their learning goals.
Attendance is well below the Ministry of Education target; improving rates of regular attendance for the majority of students is an urgent priority for the school.
Conditions to support learner success
New leadership has established relational trust with the board, staff and community to develop and progress the school’s strategic direction and goals for improvement.
The principal and board work collaboratively to identify and respond to the needs of the learners and community.
Strategic professional development opportunities are being prioritised to support teachers and strengthen assessment capability.
Connection with the local community, Māori and Ngā Uri o Raukawa enriches learning in language culture and identity for students.
Teachers take deliberate steps to identify and respond appropriately to the needs of their students.
Clear identification of students at-risk of not achieving and individualised planning support home and school learning partnerships.
Positive relationships between teachers and students promote calm and orderly classroom environments.
Opportunities for students to make some decisions in their own learning contribute to positive levels of engagement and behaviour.
Leadership and governance are working towards developing conditions for continuous school improvement.
Leaders and teachers have developed an assessment schedule to ensure consistency of practice and reliability of data.
Analysis and reporting of school-wide achievement enables the board to make informed decisions for resourcing equitable opportunities for students to learn and succeed.
Part C: Where to next?
The agreed next steps for the school are to:
further engage with parents and whānau to implement effective strategies to increase rates of regular attendance and improve learning outcomes
develop effective analysis of school achievement data to inform targeted planning for learners and raise achievement, especially in mathematics
build collective teaching capability to accelerate learning, respond effectively to the needs of Māori students and boys and increase equitable outcomes in their achievement.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
set clear targets and actions for improvement in attendance and achievement
strengthen assessment practices and extend data literacy skills to analyse rates of student progress
review and strengthen teacher planning to respond to the ongoing needs of Māori students and boys
Every six months:
monitor the rates of student attendance, progress, and achievement to inform further planning and action
review and develop explicit teaching strategies to support accelerated learning, especially in mathematics
Annually:
evaluate the effectiveness of actions to raise achievement and attendance to inform next steps for improvement.
Actions taken against these next steps are expected to result in:
increased rates of regular student attendance
improved overall levels of mathematics achievement
effective use of student progress and achievement data to support differentiated planning and teaching, and internal evaluation for continuous improvement in equitable learner outcomes, particularly for Māori students and boys.
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 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
29 July 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 3 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).