East Gore School
Contributing · State
- Year levels
- 1–6
- Total roll
- 122
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 3 Wentworth Street, Gore
- Territorial authority
- Gore District
- Phone
- 03-2085331
- office@eastgore.school.nz
- Directions
- Get directions
Other schools nearby: schools in Southland
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 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
- rugby
Sporting opportunities that our learners have access to here include: rugby, netball, cricket, softball, touch rugby, hockey, swimming, miniball (modified basketball) and more.
- netball
Sporting opportunities that our learners have access to here include: rugby, netball, cricket, softball, touch rugby, hockey, swimming, miniball (modified basketball) and more.
- cricket
Sporting opportunities that our learners have access to here include: rugby, netball, cricket, softball, touch rugby, hockey, swimming, miniball (modified basketball) and more.
- softball
Sporting opportunities that our learners have access to here include: rugby, netball, cricket, softball, touch rugby, hockey, swimming, miniball (modified basketball) and more.
- touch rugby
Sporting opportunities that our learners have access to here include: rugby, netball, cricket, softball, touch rugby, hockey, swimming, miniball (modified basketball) and more.
- hockey
Sporting opportunities that our learners have access to here include: rugby, netball, cricket, softball, touch rugby, hockey, swimming, miniball (modified basketball) and more.
- swimming
Sporting opportunities that our learners have access to here include: rugby, netball, cricket, softball, touch rugby, hockey, swimming, miniball (modified basketball) and more.
- miniball (modified basketball)
Sporting opportunities that our learners have access to here include: rugby, netball, cricket, softball, touch rugby, hockey, swimming, miniball (modified basketball) and more.
- rugby
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 88
- Māori
- 42
- Pacific
- 3
- Asian
- 11
- 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 | 8 | 1 | 2 | 0 | 0 | 8 | 0 | 17 |
| Year 02 | 4 | 0 | 0 | 0 | 1 | 8 | 0 | 11 |
| Year 03 | 8 | 0 | 0 | 0 | 0 | 9 | 0 | 16 |
| Year 04 | 6 | 1 | 3 | 1 | 0 | 9 | 0 | 16 |
| Year 05 | 6 | 1 | 1 | 0 | 0 | 9 | 0 | 15 |
| Year 06 | 7 | 0 | 2 | 0 | 0 | 11 | 0 | 18 |
| Year 07 | 5 | 0 | 1 | 0 | 0 | 5 | 0 | 8 |
| Total | 44 | 3 | 9 | 1 | 1 | 59 | 0 | 101 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 1 | 2 | 0 | 0 | 7 | 0 | 16 |
| Age 06 | 5 | 0 | 0 | 0 | 1 | 8 | 0 | 11 |
| Age 07 | 8 | 0 | 0 | 0 | 0 | 10 | 0 | 17 |
| Age 08 | 6 | 1 | 2 | 1 | 0 | 10 | 0 | 16 |
| Age 09 | 5 | 1 | 2 | 0 | 0 | 8 | 0 | 14 |
| Age 10 | 9 | 0 | 1 | 0 | 0 | 11 | 0 | 19 |
| Age 11 | 4 | 0 | 2 | 0 | 0 | 5 | 0 | 8 |
| Total | 44 | 3 | 9 | 1 | 1 | 59 | 0 | 101 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| East Gore School | 0% |
|---|---|
| Southland Region | 61.8% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
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%
| East Gore School | 0% |
|---|---|
| Southland Region | 6.3% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| 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%
| East Gore School | 0% |
|---|---|
| Southland Region | 2.8% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| 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)
- 518
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1986
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
- 27 September 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (27 September 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 same report — the board assurance report of 27 September 2024 — 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 has identified the following areas of non-compliance during the board assurance process:
the school needs to check a primary identity document and a secondary identity document and complete a risk assessment as required for safety checking of workforce [Children’s Act 2014].
The board has since taken steps to address the 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 122 — 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.
October 2019
141
Counted while ERO’s review team was at the school. Education Review Office, report of 14 February 2020
September 2016
117
Counted while ERO’s review team was at the school. Education Review Office, report of 1 December 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 27 September 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
East Gore School is a primary school for students in Years 1 to 6, located in Gore. The school’s vision is to provide a welcoming and inclusive learning environment in which all learners thrive and celebrate their diverse heritages. A new principal was appointed for the start of 2024.
There are two parts to this report.
Part A: 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 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.
Learner Success and Wellbeing
Outcomes for learners are increasingly equitable and excellent.
School information shows most learners achieve at expected curriculum levels in reading, writing and mathematics and there are equitable outcomes for Māori learners.
Some disparity is evident in girls’ achievement in mathematics and boys’ achievement in reading and writing.
A majority of learners attend school regularly; the school is yet to meet Ministry of Education targets for regular attendance and continues to work constructively with students and their families to improve levels of attendance.
Conditions to support learner success
New school leadership is establishing trusting relationships and effective collaboration at every level of the school community to achieve the school’s strategic goals.
Leaders value the many different identities, languages and cultures of learners and their families; they provide increasing opportunities for parents and whānau to participate in the life of the school and contribute to their child’s learning.
Leaders are taking steps to attract, retain and grow teaching teams and foster leadership throughout the school.
Leaders are beginning to plan and coordinate the school’s curriculum and teaching and to set expectations for high quality teaching.
Curriculum and teaching are becoming more responsive and consistent.
Leaders and teachers collaboratively develop useful guidelines for consistent approaches to curriculum planning and teaching; structured approaches to teaching reading, writing and mathematics are being implemented.
Learners’ engagement is enhanced through increasing opportunities to learn in a range of community settings; te reo Māori , tikanga Māori and mātauranga Māori are increasingly integrated in learning programmes.
Leaders and teachers are reviewing and strengthening the way they use assessment information to adapt teaching practice and gain more accurate and useful insights into individual, class and whole school progress and achievement.
Supportive partnerships with parents and the local community enhance learning, inclusion and wellbeing outcomes for learners.
Leaders and teachers work closely with families and community partners to reduce barriers to education and support access to learning for all.
Leaders and teachers are strengthening programmes and practices that promote learners’ wellbeing, inclusion and confidence in their identities and cultures.
Leaders and teachers engage in professional learning that is aligned with the school’s improvement goals and are increasingly using evidence to monitor anticipated changes in practice and learner outcomes.
Part B: Where to next?
The agreed next steps for the school are to:
complete the development of the school’s curriculum and guidelines for quality teaching
embed and sustain the school’s structured approaches to teaching mathematics and reading
strengthen planning, monitoring and evaluation of targeted teaching to accelerate the learning of those students who need this most
review and strengthen practices for collecting and analysing assessment information to ensure board, leaders and teachers have good quality information to inform goal setting
continue to work with the school community to encourage regular school attendance as the foundation for success in learning.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
leaders and teachers continue to collaboratively update the schools’ curriculum and teaching guidelines and expectations, including induction materials
leaders develop processes for termly planning and monitoring of targeted teaching for learners who need adapted teaching to be successful in learning
leaders and teachers implement and support new assessment practices and deepen their analysis of assessment information to inform future planning and teaching
Every six months:
teachers have opportunities to build their capability to deliver the school’s structured approaches to teaching mathematics, reading and writing
leaders and teachers review how consistently curriculum and teaching expectations are being implemented and identify areas for improvement
board, leaders and teachers evaluate the effectiveness of targeted teaching for learners needing additional support to succeed and use these findings to set goals to improve outcomes
board and leaders monitor attendance data and review the success of strategies to encourage regular attendance and remove barriers to school attendance
Annually:
board, leaders and teachers use quality assessment information to evaluate all students’ progress and achievement in reading, writing and mathematics and use this to inform future school improvement goals.
Actions taken against these next steps are expected to result in:
an increasing proportion of learners attending school regularly
learners needing additional support having success in learning and making appropriate progress
learners experiencing a coherent, well-coordinated curriculum and having equitable opportunities to make progress in reading, writing and mathematics
board, leaders and teachers making good use of quality assessment information to identify student achievement and teaching goals.
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
27 September 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).