Muritai School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 332
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Muritai Road, Eastbourne, Lower Hutt
- Territorial authority
- Lower Hutt City
- Phone
- 04-5628409
- principal@muritai.school.nz
- Website
- http://www.muritai.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
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
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.
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
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.
- In their words
- Mission:
- ‘An inclusive community of creative, courageous, connected explorers’.
- Muritai School works with the community to equip children with a love of learning and prepares students for achievement and success in their future.
- International students
- Accepted, as stated
Muritai School welcomes applications from International fee paying students who will be living with a parent.
- Accepted, as stated
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Kapa Haka
We have two Kapa Haka rōpū at Muritai School, our whole school community group which is open to whānau and all year levels
- Kapa Haka Performance rōpū
The Kapa Haka Performance rōpū is an option for all students from Year 1 - Year 8.
- Kapa Haka
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 307
- Māori
- 16
- Pacific
- 4
- Asian
- 3
- MELAA
- 6
- Other
- 3
- 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 | 4 | 2 | 0 | 2 | 1 | 27 | 0 | 28 |
| Year 02 | 7 | 4 | 4 | 0 | 1 | 34 | 0 | 38 |
| Year 03 | 8 | 1 | 3 | 1 | 2 | 47 | 0 | 49 |
| Year 04 | 7 | 3 | 2 | 1 | 0 | 47 | 0 | 47 |
| Year 05 | 4 | 0 | 3 | 4 | 0 | 41 | 0 | 45 |
| Year 06 | 5 | 3 | 0 | 2 | 1 | 36 | 0 | 39 |
| Year 07 | 9 | 0 | 1 | 1 | 0 | 41 | 0 | 44 |
| Year 08 | 4 | 1 | 3 | 3 | 1 | 41 | 0 | 47 |
| Total | 48 | 14 | 16 | 14 | 6 | 314 | 0 | 337 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 2 | 0 | 2 | 1 | 27 | 0 | 28 |
| Age 06 | 8 | 4 | 4 | 0 | 1 | 36 | 0 | 40 |
| Age 07 | 7 | 1 | 3 | 1 | 2 | 47 | 0 | 49 |
| Age 08 | 7 | 3 | 2 | 1 | 0 | 45 | 0 | 45 |
| Age 09 | 4 | 0 | 3 | 4 | 0 | 41 | 0 | 45 |
| Age 10 | 5 | 3 | 0 | 2 | 1 | 36 | 0 | 39 |
| Age 11 | 8 | 0 | 0 | 1 | 0 | 30 | 0 | 33 |
| Age 12 | 4 | 1 | 4 | 3 | 1 | 48 | 0 | 54 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Total | 48 | 14 | 16 | 14 | 6 | 314 | 0 | 337 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
40.8%
| Muritai School | 40.8% |
|---|---|
| Wellington Region | 24.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 83.9% |
| Māori | 174.6% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 43.9% |
| Total | 40.8% |
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
6.8%
| Muritai School | 6.8% |
|---|---|
| Wellington Region | 2.6% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 14% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 7.3% |
| Total | 6.8% |
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%
| Muritai School | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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)
- 375
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 16 March 1897
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
- 5 September 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
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 332 — 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.
September 2019
414
Counted while ERO’s review team was at the school. Education Review Office, report of 25 November 2019
November 2014
462
Counted while ERO’s review team was at the school. Education Review Office, report of 24 February 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 5 September 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
Muritai School provides education for students in Years 1 and 8 across two sites. The students in Years 7 and 8 are located across the road from the main school. The school’s roll is 363. 13% of students identify as Māori . The school’s vision is to be the best we can / me tū rangitira tatou . The school vision is underpinned by the values of being kind, respectful, resilient and showing togetherness, and the learning values include being an explorer, a connector and a contributor.
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? Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.
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 high quality education for learners are driving excellent school performance.
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 reports usefully and accurately 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 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 65% 65 to 79% 80 to 90% Over 90%
Reading Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics Most 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.
The small majority of learners attend school regularly.
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.
Chronic absence is reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
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
This section is about how well the school supports all learners to make sufficient 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 meeting the Government reading, writing and mathematics and is likely to meet them by 2030.
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
Teachers use achievement information to plan effective teaching programmes, so students experience success.
Teachers purposefully plan well-paced learning activities, fostering inclusive participation for all learners.
Strategic, goal-oriented leadership drives ongoing school improvement and sets high expectations for teaching and learning. The vision, values and improvement priorities reflect stakeholder aspirations.
Curriculum design provides rich integrated learning opportunities with breadth and depth across learning areas and the local context is reflected through a range of learning experiences.
Professional strengths and development needs are identified and supported to sustain high quality teaching and improved outcomes for students.
Students report a strong sense of wellbeing and belonging, supported by a wide range of successful school and community initiatives.
The school uses a range of communication strategies enabling parents and whānau to play an active role in supporting their children's learning.
Key priorities
Embed evidenced-based strategies for teaching and learning in mathematics.
Use knowledge of students’ strengths and needs to improve outcomes and accelerate learning.
Grow staff expertise and evaluative capability to effectively support learner progress and wellbeing through targeted ongoing professional learning.
Strengthen systems and processes for monitoring and improving student attendance.
Actions to bring about improvement
Within six months:
leaders and teachers review and update the Muritai School mathematics framework to support consistent practice and raise student achievement across the school in alignment with The New Zealand Curriculum
leaders and teachers strengthen professional learning through existing coaching practices to share teaching expertise across the school
Every six months:
leaders and teachers evaluate the impact of teaching and engagement strategies on student achievement in mathematics using classroom observations and progress information
leaders review the impact of professional development using teacher reflections and student voice to plan next steps
leaders track and monitor mid-year and end of year attendance information and use it to review and adjust targeted strategies
Annually:
leaders and teachers analyse the impact of teaching and engagement to inform improvement initiatives
the School Board and leaders review attendance patterns and trends to inform the ongoing planning for improving the regular attendance of students.
Expected outcomes
A consistent, evidenced-based schoolwide approach to teaching and learning.
Improved progress and achievement for all learners’ mathematics.
Leaders and teachers continually monitor and evaluate changes in practice and learner outcomes.
Improved levels of attendance that meet or exceed the Government target for regular attendance.
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
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 (Acting)
5 September 2025
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).