Ashbrook School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 67
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 150 Wellington Street, Opotiki
- Territorial authority
- Ōpōtiki District
- Phone
- 07-3157048
- ashoffice@ashbrook.school.nz
- Directions
- Get directions
Other schools nearby: schools in Bay of Plenty
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.
- Uniform
Not stated on the school’s website.
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
- Kapa Haka
Ashbrook School has been involved in a lot of Kapa Haka Festivals throughout the years.
- Kapa Haka
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 10
- Māori
- 60
- Pacific
- 4
- Asian
- 4
- 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 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Year 02 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Year 03 | 8 | 0 | 0 | 0 | 0 | 1 | 0 | 9 |
| Year 04 | 9 | 3 | 0 | 0 | 0 | 1 | 0 | 10 |
| Year 05 | 10 | 0 | 1 | 0 | 0 | 0 | 0 | 11 |
| Year 06 | 8 | 0 | 0 | 0 | 0 | 1 | 0 | 9 |
| Year 07 | 9 | 1 | 0 | 0 | 0 | 0 | 0 | 9 |
| Year 08 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Total | 66 | 4 | 1 | 0 | 0 | 3 | 0 | 70 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Age 06 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Age 07 | 9 | 0 | 0 | 0 | 0 | 1 | 0 | 10 |
| Age 08 | 10 | 3 | 0 | 0 | 0 | 1 | 0 | 11 |
| Age 09 | 9 | 0 | 1 | 0 | 0 | 0 | 0 | 10 |
| Age 10 | 8 | 0 | 0 | 0 | 0 | 1 | 0 | 9 |
| Age 11 | 9 | 1 | 0 | 0 | 0 | 0 | 0 | 9 |
| Age 12 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Total | 66 | 4 | 1 | 0 | 0 | 3 | 0 | 70 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
142.3%
| Ashbrook School | 142.3% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 55.7% |
|---|---|
| Male | 206.3% |
| Māori | 143.6% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 142.3% |
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%
| Ashbrook School | 0% |
|---|---|
| Bay of Plenty Region | 3.8% |
| 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 | Not available (source marker: "nd") |
| 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%
| Ashbrook School | 0% |
|---|---|
| Bay of Plenty Region | 1.4% |
| 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 | 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)
- 563
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Small urban area
- Date opened
- 1 February 1959
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
- 10 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 10 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 in Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 10 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
Ashbrook School provides education for learners in Years 1 to 8. The school roll has 76 students. Almost all students are of Māori whakapapa . The school’s vision is to develop students, staff, parents and whānau to be RIICH in attitudes and actions . The acronym RIICH stands for Respectful | Manaaki , Identity | Tuakiritanga , Integrity | Ngākau Pono , Challenge | Te Whero and Honest | Whakapono .
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? 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 sufficient 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 responds well to a wide range 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 equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are 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 has a suitable plan in place to improve attendance.
Regular attendance is 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 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
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 progress towards meeting Government reading, writing and mathematics targets for 2030.
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
Students learn in caring, respectful and inclusive environments and actively participate in their learning; they express a strong sense of belonging and pride in their school.
Teachers know their learners well and build strong, trusting relationships with students as a foundation to improve learning outcomes.
School leaders build and sustain a high trust, collaborative culture among all staff that grows and strengthens their professional knowledge and skills.
Leaders and staff develop strong relationships with whānau ; clear, open communication and a range of effective supports for learners and their whānau are improving learner engagement.
Structured literacy practices are embedded across all classrooms and structured mathematics is being implemented during 2025.
Students learn through a broad curriculum that reflects and responds to their cultures, identities and interests; the curriculum is well supported by a schoolwide model of inquiry.
Professional learning opportunities clearly align to the school’s strategic priorities; staff expertise is valued and utilised to grow teaching capability across the school.
Key priorities
Improve rates of regular student attendance to meet the Government’s target.
Accelerate progress for learners at risk of underachieving as well as those working at or above the expected curriculum levels in reading, writing and mathematics.
Fully implement the refreshed mathematics curriculum.
Enhance staff professional knowledge to support high quality teaching practice.
Strengthen internal evaluation practices schoolwide to effectively measure the impact of initiatives and to inform improvement priorities and actions.
Actions to bring about improvement
Within six months:
leaders and teachers engage in professional learning that further builds their knowledge and skills in effectively delivering the new mathematics requirements
leaders review schoolwide systems of internal evaluation, identifying areas for refinement
Every six months:
leaders and teachers monitor and review attendance initiatives to inform next steps
teachers and leaders review and refine targeted actions to accelerate progress for all learners in reading, writing and mathematics
Annually:
leaders evaluate well how internal evaluation systems and processes contribute to understanding and informing decisions about practices that impact learner outcomes and identifying priorities for improvement
the School Board and leaders review student attendance, progress and achievement information, including the impact of initiatives and actions, to inform future strategic planning.
Expected outcomes
Improved rates of regular student attendance.
Increased progress and achievement for all learners in reading, writing and mathematics.
Embedded systems and processes for internal evaluation that ensure ongoing improvements to learner outcomes.
Regulatory and Legislative Requirements
This section of the report is about how the school meet 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 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 area of non-compliance during the board assurance process:
ensure police vets for non-teaching staff are renewed every three years. [s104 Education and Training Act 2020]
The School Board has addressed the area of non-compliance identified.
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
10 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).