Lake Brunner School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 54
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Ahau Street, Moana
- Territorial authority
- Grey District
- Phone
- 03-7380021
- office@lakebrunner.school.nz
- Directions
- Get directions
Other schools nearby: schools in West Coast
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
Options: Bucket Hats Hoodies (Name printed on the back optional) Collared T-shirt Soft Shell Jackets with fold away hood Shorts Skort
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 42
- Māori
- 12
- Pacific
- 1
- Asian
- 5
- 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 | 5 | 0 | 5 |
| Year 02 | 0 | 0 | 1 | 0 | 0 | 4 | 0 | 5 |
| Year 03 | 2 | 0 | 0 | 0 | 1 | 5 | 0 | 8 |
| Year 04 | 1 | 0 | 0 | 0 | 0 | 6 | 0 | 7 |
| Year 05 | 2 | 0 | 0 | 0 | 0 | 7 | 0 | 8 |
| Year 06 | 2 | 0 | 0 | 0 | 0 | 4 | 0 | 6 |
| Year 07 | 1 | 1 | 1 | 0 | 0 | 5 | 0 | 7 |
| Year 08 | 2 | 0 | 2 | 0 | 0 | 12 | 0 | 14 |
| Total | 10 | 1 | 4 | 0 | 1 | 48 | 0 | 60 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Age 06 | 0 | 0 | 1 | 0 | 0 | 4 | 0 | 5 |
| Age 07 | 2 | 0 | 0 | 0 | 1 | 5 | 0 | 8 |
| Age 08 | 1 | 0 | 0 | 0 | 0 | 6 | 0 | 7 |
| Age 09 | 2 | 0 | 0 | 0 | 0 | 8 | 0 | 9 |
| Age 10 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 5 |
| Age 11 | 1 | 1 | 1 | 0 | 0 | 5 | 0 | 7 |
| Age 12 | 2 | 0 | 2 | 0 | 0 | 11 | 0 | 13 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 10 | 1 | 4 | 0 | 1 | 48 | 0 | 60 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
47.4%
| Lake Brunner School | 47.4% |
|---|---|
| West Coast Region | 76.2% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 113.8% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 61.1% |
| Total | 47.4% |
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%
| Lake Brunner School | 0% |
|---|---|
| West Coast Region | 4.5% |
| 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 | 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%
| Lake Brunner School | 0% |
|---|---|
| West Coast Region | 2% |
| 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 | 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)
- 482
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 27 January 2005
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
- 2
- Last reviewed
- 17 April 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 17 April 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for students in Years 1 to 8
- Years 1 to 8
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 54 — 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.
April 2019
52
Counted while ERO’s review team was at the school. Education Review Office, report of 12 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 17 April 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.
About the School
Lake Brunner School provides education for students in Years 1 to 8 in Moana , Lake Brunner and surrounding districts. A new principal was appointed in Term 4 2023 as well as significant changes in teaching staff in 2024. The revised school values of ‘ We choose to do the right thing, we’re respectful and kind. We are curious, self-disciplined, we always aim high’ are known and used by all staff, students and whānau in decision making across the school. The school’s roll is 65, with 15% of students who are Māori .
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high 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 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 is improving its reporting 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 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Attendance
The school is behind 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.
Assessment
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
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 and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.
Part B - Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Students increasingly understand and can confidently discuss their progress and learning in literacy and mathematics; the school has embedded structured literacy and mathematics approaches over time.
The principal has set clear expectations and vision for the school through meaningful strategic and annual plans.
The local curriculum, developed with student feedback and ideas, provides a rich and broad curriculum that is engaging for teaching and learning.
The board and principal are strategic in school resourcing and decision making; they use comprehensive information well to prioritise responding to learning needs.
Research-based and well-planned professional development for all staff have resulted in building professional networks and collaborative approaches that strengthen learning and teaching across the school.
The principal and staff are highly reflective and have embedded useful evaluation and assessment practices; this is strengthening the information that is shared with their community, parents and the board.
Key priorities and actions for improvement
The agreed next steps for the school are to:
integrate the new literacy and mathematics requirements for ongoing improvement in student engagement, progress and achievement
strengthen assessment for learning to inform classroom practice and raise achievement in reading, writing mathematics
continue to develop te reo Māori and mātauranga Māori learning for teachers so that learners are confident in their knowledge and understanding of Aotearoa New Zealand
continue to review and modify initiatives to increase the regular attendance of all students.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
undertake professional learning opportunities that prioritise enhancing teachers understanding and use of highly effective teaching, learning and assessment practices
monitor rates of regular attendance and adapt strategies to bring about further improvements.
Annually:
review and report to the board on strategic goals, student attendance, progress and achievement to support ongoing strategic decision making for improvement
reflect on the impact of the professional development to evaluate the effectiveness of teaching and assessment practices on learners' engagement, progress and achievement
report to the board and community progress towards annual and strategic goals and identify areas for ongoing improvements that are aligned to outcomes for learners.
Actions taken against these next steps are expected to result in:
students attending school regularly
sustained high levels of achievement in reading, writing and mathematics
a curriculum that engages all learners for equitable and excellent outcomes.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Report and is due within three 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 (Acting)
17 April 2025
Education Counts
This 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 2 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).