Kaurihohore School
Contributing · State
- Year levels
- 1–6
- Total roll
- 180
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 71 Apotu Road, Kauri
- Territorial authority
- Whangarei District
- Phone
- 09-4350041
- admin@kaurihohoreschool.co.nz
- Directions
- Get directions
Other schools nearby: schools in Whangārei · schools in Northland
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
- 9am
School hours are 9am - 2.55pm.
- 9am
- School day ends
- 2.55pm
School hours are 9am - 2.55pm.
- 2.55pm
- Office hours
- 8am - 3.30pm
Office hours are 8am - 3.30pm.
- 8am - 3.30pm
- How to enrol
- https://docs.google.com/forms/d/e/1FAIpQLSeSA9hZT9Ih8xkgO6rzkEZ8R4xnmj2KREuZPSC7VqNVulsdlQ/viewform?usp=sharing&ouid=112998255470236979394
You can enquire about enrolling your child at Kaurihohore School by filling in this [form](https://docs.google.com/forms/d/e/1FAIpQLSeSA9hZT9Ih8xkgO6rzkEZ8R4xnmj2KREuZPSC7VqNVulsdlQ/viewform?usp=sharing&ouid=112998255470236979394) emailing us or phoning the school office.
- https://docs.google.com/forms/d/e/1FAIpQLSeSA9hZT9Ih8xkgO6rzkEZ8R4xnmj2KREuZPSC7VqNVulsdlQ/viewform?usp=sharing&ouid=112998255470236979394
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
- sports academy
We have run a sports academy for many years now. In their final year of primary school, children are given the opportunity to trial for this group.
- sports academy
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 154
- Māori
- 64
- Pacific
- 5
- Asian
- 8
- MELAA
- 3
- 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 | 10 | 0 | 1 | 1 | 0 | 17 | 0 | 21 |
| Year 02 | 14 | 1 | 1 | 3 | 0 | 29 | 0 | 35 |
| Year 03 | 13 | 0 | 2 | 1 | 0 | 13 | 0 | 24 |
| Year 04 | 11 | 1 | 1 | 2 | 1 | 29 | 0 | 33 |
| Year 05 | 7 | 0 | 2 | 0 | 0 | 28 | 0 | 32 |
| Year 06 | 8 | 1 | 1 | 0 | 0 | 20 | 0 | 26 |
| Year 07 | 3 | 0 | 0 | 0 | 0 | 6 | 0 | 8 |
| Total | 66 | 3 | 8 | 7 | 1 | 142 | 0 | 179 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 11 | 0 | 1 | 1 | 0 | 18 | 0 | 22 |
| Age 06 | 13 | 1 | 1 | 2 | 0 | 25 | 0 | 31 |
| Age 07 | 13 | 0 | 2 | 2 | 0 | 16 | 0 | 27 |
| Age 08 | 11 | 1 | 1 | 2 | 1 | 28 | 0 | 32 |
| Age 09 | 7 | 0 | 2 | 0 | 0 | 29 | 0 | 33 |
| Age 10 | 7 | 1 | 1 | 0 | 0 | 18 | 0 | 24 |
| Age 11 | 4 | 0 | 0 | 0 | 0 | 8 | 0 | 10 |
| Total | 66 | 3 | 8 | 7 | 1 | 142 | 0 | 179 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Kaurihohore School | 0% |
|---|---|
| Northland Region | 52% |
| 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%
| Kaurihohore School | 0% |
|---|---|
| Northland Region | 6.5% |
| 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%
| Kaurihohore School | 0% |
|---|---|
| Northland Region | 2.7% |
| 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)
- 439
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1877
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
- 3 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (3 December 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 board assurance report of 3 December 2024 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.
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 180 — 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.
November 2016
202
Counted while ERO’s review team was at the school. Education Review Office, report of 18 January 2017
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 3 December 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
Kaurihohore School is in a rural setting close to Te Kamo, Whangārei. The school provides education for learners in Years 1 to 6. The values of empathy, respect, kindness and citizenship underpin the school’s culture.
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 most learners are increasingly equitable and excellent.
Schoolwide achievement information shows that most learners achieve at or above expected curriculum levels in reading; years 1 to 3 achievement in literacy and mathematics is individually monitored; years 4 to 6 achievement information shows that almost all learners achieve in mathematics; with a large majority achieving in writing.
Students’ sense of wellbeing and engagement to learn is evident; students experience positive teacher-learner relationships.
The majority of children attend school regularly; the school is yet to meet the Ministry of Education 2024 targets; in term 1, school attendance rates exceeded the national target; leadership is focussed on increasing the rates of regular attendance using a range of initiatives.
Conditions to support learner success
Highly collaborative school leadership enhances teaching and learning that improves learner success.
The principal leads professional development using current research; shared ownership of teaching and learning and high-quality teacher practice is prioritised and evident in classrooms.
Leaders and teachers work well collaboratively to set goals for improved learner outcomes and evaluate teaching and learning practices to determine learners’ next steps.
Teachers’ strengths and expertise are well used to provide a range of curriculum opportunities so all learners can engage in experiences that expands their learning.
Students experience engaging learning opportunities within a positive and inclusive environment.
Students benefit from a culturally responsive curriculum that builds from their experiences, knowledge and understanding.
Teachers use evidence-based practice, explicit teaching strategies and structured approaches to meet the needs of all learners.
Teachers create classroom environments that are inviting, reflect student learning and fosters inclusive participation for all learners including those with diverse needs.
Key conditions are embedded and support successful schooling.
Students talk proudly about their school; student voice is highly valued and informs next steps.
Learners with additional needs are identified and provided with tailored programmes; their progress is regularly monitored to meet their achievement outcomes.
Leaders access many responsive approaches that ensure extensive wrap around support for students learning and wellbeing.
The board effectively represents, serves and works with the school community, including sustained partnerships with tangata whenua.
Part B: Where to next?
The agreed next steps for the school are to:
continue to use effective strategies to increase school attendance rates
continue to further develop responsive practices that meet the diverse needs of all learners
continue to develop staff capability to implement a local curriculum that integrates te reo Māori and mātauranga Māori for all learners.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
review the strategies used to improve students’ attendance and determine next steps
monitor strategies and responsive practice that meet the diverse needs of learners’ progress and achievement and prioritise further action
implement regular professional learning opportunities to develop staff capability in mātauranga Māori to support teaching and learning programmes
Annually:
evaluate and report to the board the effectiveness of strategies, professional learning and teaching practices that meet the needs of all learners, especially diverse learners
Actions taken against these next steps are expected to result in:
higher school attendance rates
equitable and excellent outcomes for all learners.
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
3 December 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 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).