Kimi Ora School
Specialist School · State
- Year levels
- not reported
- Total roll
- 137
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 100 Walters Street, Naenae, Lower Hutt
- Territorial authority
- Lower Hutt City
- Phone
- 04-5675834
- admin@kimiora.school.nz
- Website
- http://kimiora.school.nz/
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 80
- Māori
- 52
- Pacific
- 17
- Asian
- 28
- MELAA
- 8
- 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 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Year 02 | 2 | 0 | 2 | 1 | 0 | 4 | 0 | 6 |
| Year 03 | 3 | 1 | 2 | 0 | 0 | 3 | 0 | 6 |
| Year 04 | 5 | 0 | 1 | 1 | 0 | 4 | 0 | 8 |
| Year 05 | 2 | 1 | 1 | 1 | 0 | 5 | 0 | 7 |
| Year 06 | 1 | 0 | 1 | 0 | 0 | 3 | 0 | 5 |
| Year 07 | 2 | 1 | 2 | 1 | 0 | 5 | 0 | 7 |
| Year 08 | 3 | 1 | 2 | 0 | 0 | 6 | 0 | 10 |
| Year 09 | 4 | 0 | 1 | 0 | 0 | 5 | 0 | 6 |
| Year 10 | 3 | 5 | 1 | 2 | 0 | 5 | 0 | 12 |
| Year 11 | 3 | 2 | 3 | 0 | 0 | 2 | 0 | 7 |
| Year 12 | 8 | 2 | 2 | 0 | 0 | 11 | 0 | 17 |
| Year 13+ | 7 | 4 | 7 | 1 | 0 | 24 | 0 | 33 |
| Total | 45 | 17 | 25 | 7 | 0 | 79 | 0 | 127 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 1 | 0 | 0 | 2 | 0 | 4 |
| Age 06 | 2 | 0 | 1 | 1 | 0 | 3 | 0 | 4 |
| Age 07 | 3 | 1 | 1 | 0 | 0 | 3 | 0 | 5 |
| Age 08 | 5 | 0 | 2 | 1 | 0 | 5 | 0 | 10 |
| Age 09 | 1 | 1 | 1 | 0 | 0 | 5 | 0 | 6 |
| Age 10 | 2 | 0 | 1 | 1 | 0 | 3 | 0 | 6 |
| Age 11 | 2 | 0 | 2 | 1 | 0 | 4 | 0 | 7 |
| Age 12 | 2 | 1 | 2 | 0 | 0 | 5 | 0 | 8 |
| Age 13 | 4 | 1 | 0 | 0 | 0 | 7 | 0 | 7 |
| Age 14 | 4 | 4 | 2 | 2 | 0 | 5 | 0 | 12 |
| Age 15 | 3 | 3 | 2 | 0 | 0 | 2 | 0 | 7 |
| Age 16 | 8 | 2 | 5 | 0 | 0 | 11 | 0 | 20 |
| Age 17 | 3 | 2 | 1 | 0 | 0 | 7 | 0 | 9 |
| Age 18 | 1 | 2 | 1 | 0 | 0 | 4 | 0 | 5 |
| Age 19+ | 3 | 0 | 3 | 1 | 0 | 13 | 0 | 17 |
| Total | 45 | 17 | 25 | 7 | 0 | 79 | 0 | 127 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
0%
| Kimi Ora School | 0% |
|---|---|
| Wellington Region | 90.8% |
| Specialist School | 12.7% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 1 data (2023-2025)
Percentage with NCEA level 2 or above — 2025
0%
| Kimi Ora School | 0% |
|---|---|
| Wellington Region | 85.3% |
| Specialist School | 8% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 2 data (2023-2025)
Percentage with NCEA level 3 or above — 2025
0%
| Kimi Ora School | 0% |
|---|---|
| Wellington Region | 68.6% |
| Specialist School | 1.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
0%
| Kimi Ora School | 0% |
|---|---|
| Wellington Region | 12.5% |
| Specialist School | 0.7% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison Vocational Pathway data (2023-2025)
Retention
Percentage staying until at least 17th birthday — 2025
100%
| Kimi Ora School | 100% |
|---|---|
| Wellington Region | 88.7% |
| Specialist School | 79.1% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 100% |
| Total | 100% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Kimi Ora School | 0% |
|---|---|
| Wellington Region | 24.7% |
| Specialist School | 24.1% |
| 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%
| Kimi Ora School | 0% |
|---|---|
| Wellington Region | 2.6% |
| Specialist School | 3.4% |
| 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%
| Kimi Ora School | 0% |
|---|---|
| Wellington Region | 0.9% |
| Specialist School | 1.8% |
| 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)
- 467
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 8 April 1951
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
- 10 April 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (10 April 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 10 April 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 137 — 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.
June 2018
71
Counted while ERO’s review team was at the school. Education Review Office, report of 1 August 2018
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 10 April 2024 — “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 6 months of the Education Review Office and Kimi Ora 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
This report is part of a nationally coordinated evaluation of 27-day specialist schools during the second half of 2023. This included the development of day specialist school evaluation indicators by ERO with significant input from principals, staff and the Special Education Principals’ Association of New Zealand (SEPAnz).
Context
Kimi Ora School is a day specialist school for students aged five to twenty-one years with a range of special educational learning needs and intellectual and physical disabilities. All students are from the wider Wellington region and the Hutt Valley.
All students have high or very high needs are funded through the Ongoing Resourcing Scheme (ORS). A team of specialists and therapists provide support for students in consultation with families, whānau and staff. Each student has a personalised learning programme (PLP).
Beyond the base school there are satellite classes in three local host schools and a young adult transition centre in Lower Hutt.
A specialist teacher outreach service provides support for ORS funded students enrolled in local schools.
The school continues to navigate and manage roll growth pressures along with the property demands associated with this.
Kimi Ora School’s vision is to work alongside whānau to enable ākonga to meet their full potential by developing independence, communication and participation in all areas of their lives.
Kimi Ora School’s strategic priorities for improving outcomes for learners are:
enhancement of our cultural responsiveness to ensure staff understand Kimi Ora School’s obligations to the Te Tiriti o Waitangi
review and design a Kimi Ora curriculum to strengthen content and systems to effectively provide guidance for teaching, learning to improve outcomes for learners
maintain our school culture and values to strengthen ākonga , whānau and kaimahi sense of belonging to our community as we grow.
You can find a copy of the school’s strategic and annual plan on Kimi Ora School’s website.
ERO and the school are working together to evaluate how effectively the Kimi Ora School’s curriculum design is strengthening and supporting practice to promote positive learning and wellbeing outcomes for students and staff.
The rationale for selecting this evaluation is:
to promote positive student outcomes through responsive curriculum design
to provide guidance for staff in curriculum delivery through a time of evolving change and growth in relation to staff wellbeing and capability.
The school expects to see a curriculum that is responsive to the unique needs of learners and enables the ongoing capability building of staff to improve equitable outcomes for all learners.
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate how effectively Kimi Ora School’s curriculum design is strengthening and supporting practice to promote positive learning and wellbeing outcomes for students and staff.
Students experience a positive and supportive school environment that is responsive to individual learning goals and needs.
Distributed leadership is highly responsive and creates and sustains conditions for improving outcomes for learners.
Transdisciplinary knowledge of the learner is consistently evident in planning for learning.
School systems and processes effectively identify and respond to the holistic needs of all learners and their whānau .
Staff consistently demonstrate and enact high expectations for learners and their success.
Collaboration between outreach and other schools is positive and effectively supports ORS learners.
Where to next?
Moving forward, the school will prioritise:
launching and implementing the first year of the new differentiated three-year long-term plan for curriculum delivery
seeking feedback from staff to identify challenges and success within the long-term plan
monitoring and evaluating the ongoing impact on learners that includes whānau views at key points in time.
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
10 April 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).