Kereru School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 28
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 2306 Kereru Road, Hastings
- Territorial authority
- Hastings District
- Phone
- 06-8760923
- office@kereru.school.nz
- Website
- http://www.kereru.school.nz/
- Directions
- Get directions
Other schools nearby: schools in Hastings · schools in Hawke’s Bay
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.
- Uniform
- Required
If there is a school event or a special visitor, students are expected to wear their uniform.
- Required
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/2585
Click here to view our online enrolment form: [Kererū School Online Enrolment Form](https://enrolments.linc-ed.com/apply/NZ/2585)
- https://enrolments.linc-ed.com/apply/NZ/2585
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 28
- Māori
- 1
- Pacific
- 0
- Asian
- 0
- 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 | 6 | 0 | 6 |
| Year 02 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Year 03 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Year 04 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Year 05 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Year 06 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Year 08 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 1 | 0 | 0 | 0 | 0 | 26 | 0 | 26 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Age 06 | 0 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Age 07 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Age 08 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Age 09 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Age 10 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Age 11 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Age 12 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 1 | 0 | 0 | 0 | 0 | 26 | 0 | 26 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Kereru School | 0% |
|---|---|
| Hawke's Bay Region | 33.6% |
| 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%
| Kereru School | 0% |
|---|---|
| Hawke's Bay Region | 6.2% |
| 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%
| Kereru School | 0% |
|---|---|
| Hawke's Bay Region | 3% |
| 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)
- 444
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1912
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
- 4
- Last reviewed
- 30 June 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (30 June 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 30 June 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.
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 28 — 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 2017
25
Counted while ERO’s review team was at the school. Education Review Office, report of 31 January 2018
November 2013
32
Counted while ERO’s review team was at the school. Education Review Office, report of 27 January 2014
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 30 June 2023 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within 24 months of the Education Review Office and Kereru School working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context:
Kereru is a small, rural school located in Hawkes Bay and provides education for students in years 1 to 8. The ADORN values: Active, Determined, Organised, Respectful and Nurturing, foster the enactment of the school’s vision: - Mā te huruhuru, ka rere te manu - Adorn the bird with feathers so it may fly.
During 2022 the school underwent a complete rebuild. A new principal was appointed in Term 3, 2022.
Kereru School’s strategic priorities for improving outcomes for learners are to:
design a rich responsive curriculum
personalise learning.
You can find a copy of the school’s strategic and annual plan on Kereru School’s website.
ERO and the school are working together to evaluate how effectively the school’s approach to personalised learning is supporting students to be active participants in their own learning to promote equitable outcomes.
The rationale for selecting this evaluation is the need to appropriately respond to the needs of individual learners in a multi-level classroom to ensure equitable outcomes for all.
The school expects to see:
a consistent approach to assessment to inform teaching and learning
a differentiated programme responsive to the needs of learners
students knowing their next learning steps.
Strengths
The school can draw from the following strengths to support its goal to evaluate how effectively the school’s approach to personalised learning is supporting students to be active participants in their own learning to promote equitable outcomes.
an involved and supportive parent and wider school community
student access to a wide range of authentic experiences within the local community that support learning
a school culture where tuakana teina is highly evident and promotes a sense of belonging.
Where to next?
Moving forward, the school will prioritise:
refining assessment and reporting processes and practices
regular monitoring of student achievement and time for teachers to reflect and discuss individual learner progress
supporting students to have a greater understanding of the social and emotional skills required to support their learning and wellbeing.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director of Schools
30 June 2023
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 4 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).