Kaurilands School

What ERO wrote in its latest report

This is ERO’s report of 10 November 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.

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

Kauri lands School, in West Auckland, provides education for learners in Years 1 to 6. Of the 757 learners who attend the school 34% identify as Pākehā /New Zealand European, 30% identify as Asian, 17% identify as Māori and 7% are of Pacific heritage.

The school is guided by the vision, E tū pakari ana, E totoro teitei ana – Standing Strong, Reaching High. The values of ako, whanaungatanga, manaakitanga and kaitiakitanga , underpin the vision.

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

Leaders focused on developing the curriculum to support and celebrate learners’ language, culture and identity. The school expected to see equitable and excellent outcomes for all learners and the teaching team developing their collective capabilities, informed by evidence of what improves outcomes for learners.

Findings

The school has developed a curriculum that skilfully includes learners’ language, culture, identity and community in teaching and learning programmes. Teachers work collaboratively to understand, and use evidenced based strategies that support the achievement of equitable and excellent learner outcomes. Whānau are present and engaged in school events and receive regular progress and achievement information about their child’s learning.

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? Success and progress for all learners is increasing.

What is the quality of teaching and learning? Learners benefit from excellent 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 Years 0 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 Most learners meet or exceed the expected curriculum level. Results are 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 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 large majority of learners attend school regularly.

The school is approaching 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

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.

Assessment information is used well 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 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 Government reading, writing and mathematics targets and is likely to meet them by 2030.

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

Learners express a strong sense of belonging and connection to the school. They are well supported by leaders and staff within an inclusive school culture that is well aligned to the school’s vision and values.

Learners experience a broad range of curriculum opportunities responsive to their culture, identity and interests, enriched by local knowledge and a commitment to Te Tiriti o Waitangi .

Learners with additional needs are identified and participate in effective interventions and programmes that minimise barriers to learning.

Teachers create respectful, collaborative learning environments. Teaching is intentional, purposeful and focused on learner’s needs.

Curriculum leaders and teachers implement evidenced based teaching strategies that support the development of strong foundational skills in literacy and numeracy.

Leaders facilitate robust professional learning systems that successfully develop a schoolwide culture of continuous improvement, high expectations and quality teaching practices.

Leaders and the school Board provide clear direction through well-aligned strategic goal setting and evaluation, data informed decision making, and a shared expectation for all learners to make progress in their learning.

The school has established trusting partnerships with whānau and the wider school community that encourage active participation and engagement in school life.

Key priorities

Improve regular attendance.

Align school assessment procedures with requirements of the revised New Zealand Curriculum.

Refine the analysis and use of achievement information to plan for accelerated learner progress.

Actions to bring about improvement

Within six months:

leaders review and adjust the schools’ literacy and mathematics assessment schedule and procedures to include revised New Zealand Curriculum requirements

leaders investigate how achievement data can be further evaluated to identify groups of learners requiring support to make accelerated learning progress

Every six months:

leaders review attendance information and report on progress made toward the Government’s regular attendance target

leaders and teachers review cumulative information to understand achievement trends for groups of learners needing to make accelerated progress, with a focus on boys writing

Annually:

leaders and the school Board review learner attendance, progress and achievement outcomes and use this information to report to parents and inform goal setting and resourcing decisions.

Expected outcomes

Regular attendance increases to meet the Government’s attendance target.

Assessment systems are aligned to The New Zealand Curriculum.

Excellent and equitable outcomes for all learners.

Regulatory and legislative requirements

This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.

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

Provision for international students

This section is about the quality of the provision of education for international students enrolled at the school.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code.

No international students were enrolled at the time of the ERO review.

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

10 November 2025

Read this report on ero.govt.nz →