Runanga School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 20
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Mcgowan Street, Runanga
- Territorial authority
- Grey District
- Phone
- 03-7627873
- not reported
- 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
We ask that all students wear their full uniform to school each day, and we appreciate the support of our families in upholding this expectation.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 15
- Māori
- 8
- Pacific
- 0
- Asian
- 1
- MELAA
- 1
- 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 | 1 | 0 | 0 | 2 | 0 | 4 |
| Year 02 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 03 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 04 | 1 | 0 | 0 | 1 | 0 | 3 | 0 | 5 |
| Year 06 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Year 08 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 6 |
| Total | 3 | 0 | 1 | 1 | 0 | 16 | 0 | 21 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 1 | 0 | 0 | 2 | 0 | 4 |
| Age 06 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 07 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 08 | 1 | 0 | 0 | 1 | 0 | 3 | 0 | 5 |
| Age 10 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Age 11 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Age 12 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 6 |
| Total | 3 | 0 | 1 | 1 | 0 | 16 | 0 | 21 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
432.8%
| Runanga School | 432.8% |
|---|---|
| West Coast Region | 76.2% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 407.2% |
|---|---|
| Male | 453% |
| Māori | 469% |
| Pacific | Not available (source marker: "nd") |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 421.9% |
| Total | 432.8% |
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
0%
| Runanga 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 | Not available (source marker: "nd") |
| 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%
| Runanga 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 | Not available (source marker: "nd") |
| 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)
- 534
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1906
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
- 22 January 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (22 January 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 same report — the board assurance report of 22 January 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO and the board have identified the following areas of non-compliance during the board assurance process:
The board does not have the names and positions of staff who are trained and named as authorised staff members to use physical restraint [Clause 4] "Authorised staff member" means an employee of the school who is trained and authorised by the board to use physical restraint in accordance with the section [refer s99(4) Education & Training Act]
The board has since addressed the area of non-compliance identified.
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 20 — 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.
November 2017
51
Counted while ERO’s review team was at the school. Education Review Office, report of 29 March 2018
July 2016
69
Counted while ERO’s review team was at the school. Education Review Office, report of 17 August 2016
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 22 January 2024 — “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 24 months of the Education Review Office and Runanga 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
Runanga School is a rural school 10 km north of Greymouth on the West Coast of the South Island. It caters for Year 1 to 8 learners from Runanga and the surrounding district. The school’s teaching approaches are aimed at being a blend of direct instruction, inquiry and play based learning. The school values of "Be Respectful, Be Responsible, Be Safe, Be a Learner" are embedded into the school culture through following the positive behaviour for learning (PB4L) philosophy, with an emphasis on positive nurturing relationships between learners and staff.
Runanga School ’s strategic priorities for improving outcomes for learners are to:
improve levels of engagement, behaviour, progress and achievement across the school
continue to develop a localised curriculum to meet the needs of all learners
embed a tailored structured literacy approach to improve learner achievement in literacy.
You can find a copy of the school’s strategic and annual plan on Runanga School ’s website.
ERO and the school are working together to evaluate the impact of structured literacy on student engagement and achievement.
The rationale for selecting this evaluation is:
student achievement in reading and writing is variable
to survey students to better understand their attitudes to reading and writing
to measure the impact of professional development on building teacher knowledge and understanding in literacy.
The school expects to see:
an improvement in reading and writing progress and achievement
learners confidently using literacy skills to access all learning areas of the curriculum
better informed teaching and learning practice that will lead to clear and accurate schoolwide planning, assessment, and reporting.
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate the impact of structured literacy on student engagement and achievement.
Leaders and teachers know the students and their whānau well.
Stable teaching staff who plan collegiately and collaboratively to improve outcomes for students.
Tuakana teina relationships enable older students to support younger students.
Trustees are well informed and supportive of improving literacy outcomes.
Where to next?
Moving forward, the school will prioritise continuing to:
monitor engagement and attendance
build positive relationships between school and whānau to further enhance learning opportunities for all students
develop rigorous, formative assessment practices to better inform planning and teaching focused on the area of reading
strengthen the curriculum so it is more localised and cohesive using the already revised learning areas as a model.
ERO and school leaders have concerns about
achievement levels in the senior classroom
strategic and annual planning focusing on outcomes for learners.
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
22 January 2024
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).