Knapdale School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 53
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Knapdale Road, Gore
- Territorial authority
- Gore District
- Phone
- 03-2089473
- principal@knapdale.school.nz
- Website
- not reported
- Directions
- Get directions
Other schools nearby: schools in Southland
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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 43
- Māori
- 6
- Pacific
- 0
- Asian
- 6
- 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 | 8 | 0 | 8 |
| Year 02 | 2 | 0 | 1 | 0 | 0 | 8 | 0 | 10 |
| Year 03 | 0 | 0 | 2 | 0 | 0 | 7 | 0 | 9 |
| Year 04 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Year 05 | 0 | 0 | 0 | 0 | 0 | 8 | 0 | 8 |
| Year 06 | 0 | 0 | 1 | 0 | 0 | 4 | 0 | 5 |
| Year 07 | 1 | 0 | 2 | 0 | 0 | 5 | 0 | 8 |
| Year 08 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 3 | 0 | 6 | 0 | 0 | 47 | 0 | 55 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 0 | 0 | 0 | 7 | 0 | 7 |
| Age 06 | 2 | 0 | 2 | 0 | 0 | 9 | 0 | 12 |
| Age 07 | 0 | 0 | 1 | 0 | 0 | 6 | 0 | 7 |
| Age 08 | 0 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Age 09 | 0 | 0 | 0 | 0 | 0 | 7 | 0 | 7 |
| Age 10 | 0 | 0 | 1 | 0 | 0 | 5 | 0 | 6 |
| Age 11 | 1 | 0 | 1 | 0 | 0 | 4 | 0 | 6 |
| Age 12 | 0 | 0 | 1 | 0 | 0 | 3 | 0 | 4 |
| Total | 3 | 0 | 6 | 0 | 0 | 47 | 0 | 55 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Knapdale School | 0% |
|---|---|
| Southland Region | 61.8% |
| Full Primary | 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%
| Knapdale School | 0% |
|---|---|
| Southland Region | 6.3% |
| Full Primary | 3.9% |
| 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%
| Knapdale School | 0% |
|---|---|
| Southland Region | 2.8% |
| Full Primary | 1.7% |
| 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)
- 455
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 10 August 1879
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
- 28 June 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (28 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 28 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 53 — 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.
March 2018
38
Counted while ERO’s review team was at the school. Education Review Office, report of 21 May 2018
March 2015
53
Counted while ERO’s review team was at the school. Education Review Office, report of 12 May 2015
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 28 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 15 months of the Education Review Office and Knapdale 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
Knapdale School is a small rural school near Gore. It provides education for students in years 1-8. A new tumuaki was appointed to the school in 2022. The school’s vision is to seek, to strive, to find and to never give up. The school’s values of Respect ( Whakaute ), Responsibility ( Kawenga ) and Resilience ( Aumangea ) play a major part in ensuring that there is a caring environment in which tamariki can learn.
Knapdale School’s strategic priorities for improving outcomes for learners are:
that all tamariki progress in reading, writing and maths
to accelerate the rate of progress for students who are not able to fully access the curriculum at the appropriate level.
You can find a copy of the school’s strategic and annual plan on Knapdale School’s website.
ERO and the school are working together to evaluate how Knapdale School can deliver a consistent and appropriate literacy program across the school and to understand to what extent these changes are improving learning outcomes for all students.
The rationale for selecting this evaluation is:
that there have been variable trends in literacy achievement and the staff want to respond to ensure equity and excellence for all learners
the staff recognise the importance of supporting their targeted learners
the school want to support children with diverse needs to experience success in literacy
the Kāhui Ako has provided PLD support in literacy to support consistency of teacher practice.
The school expects to see:
review and assessment of existing and new practices with analysis and ongoing monitoring of the improvement actions
evaluation of the impact of the tumuaki , teachers and learning assistants on enhancing students’ learning, progress, and achievement in literacy
consistent implementation of literacy programmes across the school.
Strengths
The school can draw from the following strengths to support it in its goal to improve outcomes for learners in literacy:
strong relationships with the parent and wider community that enhance learning partnerships
authentic learning that helps to embed a localised curriculum
a positive learning environment with well established respectful relationships that promote learner engagement.
Where to next?
Moving forward, the school will prioritise:
the strengthening of the literacy programme
embedding new learning and good practice in literacy schoolwide.
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
28 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).