Pitt Island School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 11
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Flower Pot-Glory Road, Pitt Island, Chatham Islands
- Territorial authority
- Chatham Islands Territory
- Phone
- 03-3050191
- office@pittisland.school.nz
- Directions
- Get directions
Other schools nearby: schools in Chatham Islands
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
- The school’s overarching vision is to create awe and wonder while learning to learn.
- The school aims to have motivated learners who are adventurous, creative and caring in a local and global environment.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 6
- Māori
- 7
- Pacific
- 0
- Asian
- 0
- 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 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Year 02 | 2 | 0 | 0 | 0 | 1 | 1 | 0 | 2 |
| Year 04 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Year 05 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Year 06 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Year 08 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 10 | 0 | 0 | 0 | 1 | 2 | 0 | 11 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Age 06 | 2 | 0 | 0 | 0 | 1 | 1 | 0 | 2 |
| Age 08 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Age 09 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 10 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 12 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 10 | 0 | 0 | 0 | 1 | 2 | 0 | 11 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Pitt Island School | 0% |
|---|---|
| Area Outside Region | 0% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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%
| Pitt Island School | 0% |
|---|---|
| Area Outside Region | 0% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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%
| Pitt Island School | 0% |
|---|---|
| Area Outside Region | 0% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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)
- 471
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1896
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
- 28 April 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (16 February 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 16 February 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.
What this report states about the school
As stated in ERO’s report of 28 April 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
caters for learners from Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 28 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
Pitt Island School caters for learners from Years 1 to 8, with a current roll of 9. The school roll is 66% Māori learners and 33% European/ Pākehā learners. The school has a strong community focus and uses its unique natural environment to enhance learning, which is reflected in the school’s mission statement to create awe and wonder while learning to learn .
Progress since the February 2024 ERO report
ERO and the school were working together to evaluate how effectively school practices support learners to transition successfully into, within and beyond school.
The school expected to see:
a teaching and learning pathway that is explicit at each phase of learning
a responsive programme that supports ākonga as they transition into, through and beyond the school
increased student agency, where children are confident to discuss their learning and set meaningful learning goals
children who are empowered to reflect on their learning achievements and enact next steps.
School leadership has initiated steps to develop a goal setting process with children where they set and reflect on learning goals in literacy and mathematics, as well as in developing social and emotional competencies relevant to their learning pathways. The school’s responsive programme supporting transition into, through and out of the school is beginning to make an impact on learner engagement and progress.
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? 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 are well supported 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 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 is improving its collection and use 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 A large majority of 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 A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
The remote location of Pitt Island School has a significant impact on regular attendance.
The school is significantly behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Assessment
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
A large majority of the children on the 2025 roll have transitioned into the school this year at a range of Year levels.
The school is developing 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 Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
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
Teachers develop structured approaches to teaching and learning in literacy and mathematics.
Most learners achieve at or above expected curriculum levels in literacy and mathematics.
Leadership is increasing learning partnerships with whānau .
Learning prioritises the needs and interests of the learners; this supports them to be secure in their unique identities as Pitt Islanders / tangata Rangiauria / Tchakat Rangihaute and strengthens engagement and success in learning.
Partnerships with the school community increase learners’ connections to the local environment and community.
The board shows a commitment to school improvement.
Key priorities and actions for improvement
The agreed next steps for the school are to:
develop a teaching and learning pathway where children set and reflect on meaningful learning goals and grow in confidence as independent learners
progress learning and achievement in literacy and mathematics
to improve regular attendance for all learners to meet Government targets.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
complete goal setting with all learners including whānau involvement, regularly reviewing the relevance of goals as learners make progress
implement proactive strategies with the school community to encourage and sustain regular attendance
Every six months:
monitor the impact of goal setting approaches on progress in literacy and mathematics
review and report to the board and school community on the impact of strategies used to improve regular attendance rates for all learners
Annually:
evaluate and review goal setting processes and outcomes to ensure they align with learner needs and support ongoing progress and achievement in literacy and mathematics
analyse and report patterns in attendance for all learners and use this information to identify next steps to increase and sustain regular rates of attendance.
Actions taken against these next steps are expected to result in:
increased learner independence with all learners achieving at or above expected curriculum levels in literacy and mathematics, including improvements in progress
improved rates of regular attendance for all learners.
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)
28 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 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).