Kaingaroa School (Chatham Islands)
Full Primary · State
- Year levels
- 1–8
- Total roll
- 6
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Kaingaroa Road, Chatham Islands
- Territorial authority
- Chatham Islands Territory
- Phone
- 03-3050337
- principal@kaingaroa.school.nz
- Directions
- Get directions
Other schools nearby: schools in Chatham Islands
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 2
- Māori
- 4
- Pacific
- 1
- Asian
- 0
- MELAA
- 0
- 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 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Year 04 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 1 |
| Year 05 | 2 | 0 | 0 | 0 | 1 | 1 | 0 | 3 |
| Year 07 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 1 |
| Total | 4 | 0 | 0 | 0 | 3 | 2 | 0 | 6 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 08 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 1 |
| Age 09 | 2 | 0 | 0 | 0 | 1 | 1 | 0 | 3 |
| Age 11 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 1 |
| Total | 4 | 0 | 0 | 0 | 3 | 2 | 0 | 6 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Kaingaroa School (Chatham Islands) | 0% |
|---|---|
| Area Outside Region | 0% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| 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%
| Kaingaroa School (Chatham Islands) | 0% |
|---|---|
| Area Outside Region | 0% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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%
| Kaingaroa School (Chatham Islands) | 0% |
|---|---|
| Area Outside Region | 0% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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)
- 501
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1928
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
- 20 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (24 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 board assurance report of 24 October 2023 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 this report states about the school
As stated in ERO’s report of 20 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
caters for learners in years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 20 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
Kaingaroa School (Chatham Islands) caters for learners in years 1 to 8, with a current roll of 6, with 50% Māori and 50% European/ Pākehā learners. The school’s mission is to inspire students to flourish and grow with a strong sense of place and identity, while preparing them to succeed in a global environment.
Progress since the October 2023 ERO report
The school and ERO were working together to evaluate the impact of a localised writing curriculum.
The school expected to see:
the natural and local environments informing teaching and learning across the curriculum
wellbeing for learning approaches developing learners’ social and emotional competencies, as well as their foundational literacy skills
increased learner agency through listening to and responding to student voice.
During the course of the evaluation, learners benefitted from increased opportunities to engage in learning based in the local environment, with increasing levels of learner independence and self-direction. Teaching has continued to reinforce positive behaviours to support successful learning, so that as a very small school they are able work together with improving effectiveness as a community of learners.
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 an increasingly 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.
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 is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use 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 Almost all learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Attendance
The school is exceeding 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.
Assessment
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
Most children on the 2025 roll have transitioned into the school this year at a range of year levels.
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 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
School values support learner wellbeing, inclusion and self-responsibility.
Leadership is providing clarity in strategic direction and curriculum planning.
The school is initiating steps to develop structured approaches to teaching and learning in literacy and mathematics.
Leaders and teachers build collaboration within the school community to benefit learning and governance.
Key priorities and actions for improvement
The agreed next steps for the school are to:
build teacher capability to implement structured approaches to teaching and learning in literacy and mathematics
grow learner’s confidence and capability in using strategies to self-manage their learning.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
use external expertise to support teachers to improve literacy and mathematics practice and effectively monitor learner progress and achievement
implement practices and tools that support learners to set and monitor goals for improvement and self-assess their learning.
Every six months:
review the progress and impact of structured approaches to literacy and mathematics implementation on student learning and achievement
gather student voice to evaluate the effectiveness of self-management strategies on learning.
Annually:
analyse literacy and mathematics data and set individual learner achievement targets to ensure a continued focus on accelerated progress
assess the impact of improvements in learners’ self-management for learning on their progress and achievement outcomes; use this information to enhance practices.
Actions taken against these next steps are expected to result in:
improved progress and achievement in mathematics and literacy for all learners
increased teacher professional capability in teaching structured literacy and mathematics
improved learner outcomes and increased self-management of learning.
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 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)
20 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 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).