Kuranui Primary School

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 48 — 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.

1. April 2019

   52

   Counted while ERO’s review team was at the school. Education Review Office, report of 24 June 2019

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 5 December 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

Kuranui Primary School is a small rural school that provides education for students from Year 1 to 6. The roll is 56 and includes 75% of students who identify as NZ European/ Pakeha and 24% of students identify as Māori . Since the previous review a new principal has been appointed. The school values are kindness, unity, respect and accountability.

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

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? The school is working towards high levels of success and progress for all learners.

What is the quality of teaching and learning? The school is improving teaching and learning.

How well does the school curriculum respond to all learners needs? Learners have sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs require better support to achieve their education goals.

How well does school planning and conditions support ongoing improvement? The school is establishing planning and conditions that support improvements in the quality of education for learners.

How well does the school include all learners and promote their engagement and wellbeing? The school is taking steps to improve learners’ engagement, wellbeing and inclusion.

How well does the school partner with parents, whānau and its community for the benefit of learners? The school is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school should improve its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.

Student Health and Safety The school needs to ensure a physically and emotionally safe learning environment.

Achievement in Years 0 to 8

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 A small majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

Writing Less than half of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

Mathematics Less than half of 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.

A small majority of learners attend school regularly.

The school is behind the target of 80% regular attendance.

The school is developing a suitable plan to improve attendance.

Regular attendance is improving towards or beyond the target.

Chronic absence is not yet reducing over time.

Assessment

This section is about how the school assesses learner progress and achievement.

The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.

Teachers are developing assessment information 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 is developing good quality planning to increase the rate of progress for all groups of students.

The school has not 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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.

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

Strong relational trust between students and teachers underpins the school’s positive and supportive learning environment and school culture.

Students are provided with opportunities to participate in sport, drama productions, and kapa haka , which contribute positively to their wellbeing and foster a strong sense of belonging.

Parents and whānau meaningfully engage and actively contribute to the school’s values and culture .

The Board maintains strong, long-standing connections with the community.

Key priorities

Develop consistent expectations for effective teaching practice in reading, writing and mathematics to raise achievement.

Implement effective assessment processes and analysis of achievement data that inform best teaching practice for all students and groups of students.

Strengthen knowledge and understanding of strategic and annual planning to progress key priorities and to ensure schoolwide systems and processes are well established.

Develop and implement a suitable attendance plan to improve students’ regular attendance.

Actions to bring about improvement

Within three months:

leaders develop an annual implementation plan that enacts key strategic goals for improvement

leaders develop a suitable attendance action plan to increase students’ regular attendance

Within six months:

teachers participate in professional learning in reading, writing and mathematics to develop consistent expectations of effective teaching practices

teachers develop a shared understanding and implement effective assessment processes that inform best teaching practice for all students and groups of students

Every six months:

teachers and leaders review progress, well-being and attendance data to identify areas for improvement and plan next steps

leaders and the school Board review progress against strategic and annual goals to track improvement

the Board, leaders and teachers monitor the attendance plan to increase students’ regular attendance

Annually:

leaders and the Board track progress of the school’s strategic goals and set improvement targets for the following year

leaders and teachers evaluate the implementation of effective teaching and learning and its impact on students’ success

leaders and the Board review the impact of the attendance plan on students’ regular attendance and share with the school community.

Expected outcomes

Improved learner outcomes in students’ reading, writing and mathematics.

Effective teaching and assessment processes consistently embedded school wide.

Teachers’ use achievement data effectively to inform teaching and learning practices for all students and groups of students.

Increased students’ regular attendance to meet the government target.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements.

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

Actions for Compliance

ERO has identified the following areas of non-compliance during the board assurance process:

ensure there is a documented risk assessment process/safety checking of workforce before appointing staff [Section 31, Children’s Act 2014]

document regular termly fire drills [section 127 (1)(b)(i) Education and Training Act 2020]

develop an annual implementation plan that effectively enacts the strategic plan [Section 63, Education and Training Act 2020]

ensure EOTC documentation is signed and dated.

The board has not yet addressed the areas of non-compliance identified.

Recommendation to the Ministry of Education

ERO recommends that the Ministry of Education provide tailored support for:

implementing effective assessment processes, reporting and data analysis

strategic planning and reporting

governance and stewardship.

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

5 December 2025

Read this report on ero.govt.nz →