Kahurangi School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 263
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 45 Strathmore Avenue, Strathmore, Wellington
- Territorial authority
- Wellington City
- Phone
- 04-3886386
- office@kahurangi.school.nz
- Website
- http://kahurangi.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington · schools in Wellington Region
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
- 8:50am
8:50am – School starts
- 8:50am
- School day ends
- 3:00pm
3:00pm – End of the school day
- 3:00pm
- Term dates
- Term 1, 2026: Tuesday 3 February - Thursday 2 April (9 weeks)
Term 1: Tuesday 3 February – Thursday 2 April (9 weeks)
Year stated as2026 Term Dates
- Term 2, 2026: Monday 20 April - Friday 3 July (11 weeks)
Term 2: Monday 20 April – Friday 3 July (11 weeks)
Year stated as2026 Term Dates
- Term 3, 2026: Monday 20 July - Friday 25 September (10 weeks)
Term 3: Monday 20 July – Friday 25 September (10 weeks)
Year stated as2026 Term Dates
- Term 4, 2026: Monday 12 October - Wednesday 16 December (10 weeks)
Term 4: Monday 12 October – Wednesday 16 December (10 weeks)
Year stated as2026 Term Dates
- Term 1, 2026: Tuesday 3 February - Thursday 2 April (9 weeks)
- Getting there
- Some students at Kahurangi School travel to and from school using public Metlink bus services. Several bus services stop directly outside the school.
Some students at Kahurangi School travel to and from school using public Metlink bus services. These are not school-run buses. They are regular public bus routes that are also used by students from other schools and by members of the public. Several bus services stop directly outside the school, and many of our tamariki use these buses as part of their daily journey to and from school.
- Some students at Kahurangi School travel to and from school using public Metlink bus services. Several bus services stop directly outside the school.
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
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.
- In their words
- Our vision sits at the heart of Kahurangi School. It shapes our decisions, our priorities, and the way we support our tamariki every day.
- Whāia te iti kahurangi,
- ki te tūohu koe me he maunga teitei.
- Pursue that which is precious,
- and do not be deterred by anything less than a lofty mountain.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 149
- Māori
- 92
- Pacific
- 73
- Asian
- 22
- MELAA
- 31
- 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 | 13 | 10 | 0 | 7 | 0 | 17 | 0 | 31 |
| Year 02 | 6 | 3 | 5 | 2 | 0 | 14 | 0 | 20 |
| Year 03 | 16 | 6 | 3 | 2 | 0 | 15 | 0 | 33 |
| Year 04 | 6 | 7 | 3 | 8 | 0 | 13 | 0 | 34 |
| Year 05 | 10 | 14 | 3 | 4 | 0 | 14 | 0 | 33 |
| Year 06 | 12 | 14 | 4 | 6 | 1 | 18 | 0 | 38 |
| Year 07 | 13 | 13 | 2 | 3 | 0 | 23 | 0 | 42 |
| Year 08 | 5 | 9 | 1 | 3 | 0 | 14 | 0 | 27 |
| Total | 81 | 76 | 21 | 35 | 1 | 128 | 0 | 258 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 12 | 9 | 0 | 7 | 0 | 15 | 0 | 28 |
| Age 06 | 7 | 4 | 4 | 2 | 0 | 16 | 0 | 22 |
| Age 07 | 13 | 5 | 4 | 2 | 0 | 15 | 0 | 31 |
| Age 08 | 8 | 8 | 4 | 8 | 0 | 14 | 0 | 37 |
| Age 09 | 12 | 14 | 2 | 4 | 0 | 14 | 0 | 34 |
| Age 10 | 10 | 12 | 4 | 6 | 1 | 18 | 0 | 36 |
| Age 11 | 12 | 14 | 2 | 3 | 0 | 20 | 0 | 40 |
| Age 12 | 5 | 8 | 1 | 3 | 0 | 9 | 0 | 22 |
| Age 13 | 2 | 2 | 0 | 0 | 0 | 7 | 0 | 8 |
| Total | 81 | 76 | 21 | 35 | 1 | 128 | 0 | 258 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
29.6%
| Kahurangi School | 29.6% |
|---|---|
| Wellington Region | 24.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 51.9% |
| Māori | 20.1% |
| Pacific | 104.1% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 42.4% |
| Total | 29.6% |
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
0%
| Kahurangi School | 0% |
|---|---|
| Wellington Region | 2.6% |
| 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 | 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%
| Kahurangi School | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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 | 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)
- 438
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 27 January 2013
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
- 13 May 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 13 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for students in years 1 to 8
- Years 1 to 8
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 263 — 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.
April 2019
216
Counted while ERO’s review team was at the school. Education Review Office, report of 16 September 2019
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 13 May 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.
About the School
Kahurangi School is a multicultural school that provides education for students in years 1 to 8. The school vision, " Whāia te iti kahurangi, ki te tūohu koe me he maunga teitei ," encapsulating the commitment to empowering their tamariki to achieve, succeed, and excel. Supporting them to have the courage to pursue their aspirations with confidence and determination, while fostering resilience and a willingness to take risks.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? The school is working towards high levels of success and progress for all learners.
What is the quality of teaching and learning? Learners benefit from good 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Attendance
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
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
The school has 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 and agrees this will need to be a key strategic priority.
Part B: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
A clear focus on wellbeing for learning, supported by programmes that promote a positive school culture, supports student engagement in learning; students' language, culture and identify are valued.
Students express a strong sense of belonging and pride in their school. The school values and restorative practices are well known and understood by students.
Teachers know their students well; achievement information is used to inform interventions for target students.
Strategic, well-considered leadership drives continuous evidence-based improvements and sets high expectations for teaching and learning.
A deliberate, well-informed approach to develop teacher capability is effective and affirmed by staff.
The board works strategically with school leaders to implement the vision and values to achieve agreed goals and targets; resourcing is aligned to support learner-focused improvement goals and strategies.
Regular whānau engagement and participation in the life of the school contributes to the school’s strategic direction; these are supported by a range of effective communication strategies.
Key priorities and actions for improvement
The agreed next steps for the school are to:
embed consistent, evidenced-based strategies for teaching and learning using knowledge of students’ strengths and needs to improve outcomes and accelerate learning
develop learning focussed strategies so that students can monitor and evaluate their own progress and achievement
strengthen systems and processes for monitoring the progress of target students; implement targeted learning interventions in mathematics
embed the revised English and Mathematics curriculum areas into classroom practices; incorporate a planned approach to support parents and whānau understanding of these changes.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
implement mathematics interventions for target students
Every six months:
evaluate the impact of evidenced-based teaching and engagement strategies on student achievement using classroom observations and progress information
review the impact of explicit learning focussed expectations using student voice around progress and achievement
track and monitor mid-year and end of year attendance information; review and adjust targeted strategies
Annually:
analyse the impact of evidenced-based teaching and engagement strategies, including interventions for accelerated progress and achievement to inform improvement initiatives
analyse and report attendance patterns and trends to inform the ongoing planning for improving the regular attendance of students.
Actions taken against these next steps are expected to result in:
a consistent, evidenced-based schoolwide approach to teaching and learning; accelerated progress and achievement for all learners
teachers using learning focussed teaching strategies to engage learners and improve student achievement outcomes; students able to discuss learning, progress and achievement
improved levels of attendance that meet or exceed the Government target for regular attendance.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
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
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
Sharon Kelly Director of Schools (Acting)
13 May 2025
Education Counts
This 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 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).