Karitane School
Contributing · State
- Year levels
- 1–6
- Total roll
- 28
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 1260 Coast Road, Karitane
- Territorial authority
- Dunedin City
- Phone
- 03-465 7475
- office@karitaneschool.co.nz
- Directions
- Get directions
Other schools nearby: schools in Dunedin · schools in Otago
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.
- Getting there
- We currently have a school bus that picks children up from the Hawksbury/Merton area
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 23
- Māori
- 9
- Pacific
- 1
- Asian
- 2
- 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 | 0 | 0 | 0 | 3 | 0 | 3 |
| Year 02 | 4 | 1 | 1 | 0 | 0 | 1 | 0 | 6 |
| Year 03 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 4 |
| Year 04 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 4 |
| Year 05 | 1 | 0 | 1 | 0 | 0 | 3 | 0 | 4 |
| Year 06 | 2 | 0 | 0 | 0 | 0 | 4 | 0 | 6 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Total | 11 | 1 | 2 | 0 | 0 | 18 | 0 | 30 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Age 06 | 4 | 1 | 1 | 0 | 0 | 1 | 0 | 6 |
| Age 07 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 4 |
| Age 08 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 4 |
| Age 09 | 1 | 0 | 1 | 0 | 0 | 3 | 0 | 4 |
| Age 10 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 5 |
| Age 11 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Total | 11 | 1 | 2 | 0 | 0 | 18 | 0 | 30 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Karitane School | 0% |
|---|---|
| Otago Region | 36.8% |
| 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 | 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%
| Karitane School | 0% |
|---|---|
| Otago Region | 4.6% |
| 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 | 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%
| Karitane School | 0% |
|---|---|
| Otago Region | 2% |
| 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 | 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)
- 463
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 25 January 1873
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
- 5 May 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (15 December 2022)
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 15 December 2022 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 5 May 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for students from Years 1 to 6
- Years 1 to 6
What ERO wrote in its latest report
This is ERO’s report of 5 May 2026 — “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
Karitane School provides education for students from Years 1 to 6. The school’s current roll is 26. The school's vision is Ā tātou tamariki, Kaitiaki hei muri. Ako pai ai . All children, guardians of the future. Learn well.
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
Improvement and progress
This section is about the progress the school has made since the December 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school expected structured literacy implemented consistently across the school to strengthen teaching practice, leading to improved student engagement and achievement in reading and writing, and to use effective evaluation to identify which aspects of the structured literacy approach most positively impacted learner outcomes.
Findings
The school embedded a structured literacy approach that is consistently implemented across the school, including within intervention programmes. Targeted professional learning has strengthened teacher practice, resulting in more explicit teaching and a clear focus on learning progressions. Literacy remains a priority area, with a strong emphasis on raising achievement for groups of learners.
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? 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 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 rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in foundational 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 1 to 6
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 not yet equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are not yet 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 students 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.
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.
Teachers are developing their use of assessment information 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 has good quality planning to increase the rate of progress for all groups of students.
The school has significantly 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.
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
Leadership consistently and effectively engages with whānau and iwi in strategic planning, ensuring the school’s direction genuinely reflects the values, aspirations, and collective vision of the local community.
Leadership and teachers, in partnership with local iwi , design and implement a curriculum grounded in the local environment, stories, and history, resulting in a responsive curriculum that reflects and values the local context.
Teachers demonstrate a deep understanding of their learners. Students with additional learning needs are identified and receive targeted support that progresses their learning.
Teachers actively reflect on their practice and collaborate. They prioritise professional development that aligns with the school’s improvement goals, resulting in improved teaching and learning and enhanced outcomes for learners.
Structured literacy approaches are embedded in the school. Ongoing professional development continues to build teaching capability and deepen subject knowledge, contributing to improved learner outcomes.
Key priorities
Increase achievement for groups of learners in reading, writing and mathematics.
Implement and embed structured approaches to mathematics, to strengthen consistent practice.
Increase the use of te reo Māori and tikanga Māori across all areas of the school to strengthen responsive practice and promote engagement.
Increase regular attendance for all learners.
Actions to bring about improvement
Within six months:
leadership and teachers identify and implement effective practices, that support accelerated progress and achievement in literacy and mathematics for learners
teachers implement structured approaches to mathematics through ongoing professional development
leadership establish clear expectations for the use of te reo Māori and tikanga Māori in classrooms, and school-wide practices
Every six months:
leadership analyse and report to the Board the progress of all learners, include specific commentary on improvements for groups of learners in literacy and mathematics, to identify learners that may require further support
leadership and the Board analyse attendance data looking for trends and patterns and effectiveness of the attendance management plan, identify next steps and share with the school community
leadership and teachers review classroom, curriculum and school‑wide practices to identify where te reo Māori and tikanga Māori are used and where improvement is needed
Annually:
leadership and the Board review progress of school achievement and attendance, to identify effective initiatives that have been most successful and use this information in schoolwide strategic planning
leadership and teachers evaluate the impact of culturally responsive practices through the increased use of te reo and tikanga Māori across the school and identify the impact on Māori learner outcomes.
Expected outcomes
Improved and equitable outcomes for all learners.
All students regularly attending school.
Regulatory and legislative requirements
This section of the report is about how the school meets 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 meeting 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 areas of non-compliance during the board assurance process:
ensuring all teachers and staff complete a mandatory learning module about physical restraint rules and guidelines [Education (Physical Restraint) Rules 2023] .
The Karitane School Board has since addressed the areas 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
5 May 2026
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).