Uruti School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 9
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 11 Uruti Road, New Plymouth
- Territorial authority
- New Plymouth District
- Phone
- 06-7526841
- office@uruti.school.nz
- Website
- https://www.uruti.school.nz/
- Directions
- Get directions
Other schools nearby: schools in New Plymouth · schools in Taranaki
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.
- Getting there
- A school bus service driven by Kathryn Waitere; contact the school office about student eligibility
Kathryn Waitere is the school bus driver that provides service to our school. Contact Bee at the School office for more information around student eligibility for buses.
- A school bus service driven by Kathryn Waitere; contact the school office about student eligibility
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 5
- Māori
- 5
- 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 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 05 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 2 |
| Year 06 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Year 08 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 2 |
| Total | 2 | 2 | 0 | 0 | 0 | 3 | 0 | 7 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 09 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 2 |
| Age 10 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Age 12 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 2 |
| Total | 2 | 2 | 0 | 0 | 0 | 3 | 0 | 7 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Uruti School | 0% |
|---|---|
| Taranaki Region | 41.7% |
| 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 | Not available (source marker: "nd") |
| 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%
| Uruti School | 0% |
|---|---|
| Taranaki Region | 4.1% |
| 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 | 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%
| Uruti School | 0% |
|---|---|
| Taranaki Region | 1.6% |
| 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 | 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)
- 472
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 30 September 1898
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
- 15 May 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 15 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for seven learners 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 9 — 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 2018
11
Counted while ERO’s review team was at the school. Education Review Office, report of 16 May 2018
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 15 May 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
Uruti School provides education for seven learners in Years 1 to 8. A new principal was appointed in term three of 2024. The school’s vision is for students to develop the competencies they need for study, work and lifelong learning and to go on to realise their potential. The values of ‘respect for self, for others and for the environment, nurture independence and develop perseverance’ underpin the school’s approach to learning.
How well placed is the school to promote educational success and wellbeing?
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? Learners benefit from good 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 sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain foundational 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 reasonably 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 small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
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 improving towards or beyond the target.
Chronic absence is reducing over time.
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
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 not 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.
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
Learners experience a positive and inclusive classroom environment with increasingly high expectations for teaching and learning.
Teaching and learning programmes appropriately prioritise the acquisition of foundation skills; delivery of reading, writing and mathematics is meeting the one hour per day expectation.
Structured literacy approaches are embedded; implementing a structured mathematics programme is a focus for 2025.
The school’s curriculum provides students with meaningful learning opportunities and experiences to support their needs and interests.
Professional learning for teachers is strategic and targeted to facilitate the ongoing development of teaching and learning in a multi-level classroom.
Leadership is increasingly inclusive, gathering aspirations and sharing information with parents and whānau to set and pursue strategic improvement goals that benefit learner outcomes and success.
Key priorities and actions for improvement
The agreed next steps for the school are to:
document the school’s attendance plan to ensure the trajectory of improvement, aligned to the Government target continues, and is maintained over time
improve and sustain achievement outcomes in reading, writing and mathematics, with a focus on accelerated progress in writing
review and refine the use of effective teaching, learning and assessment practices, including the selection of standardised tools to accurately know how well learners are progressing and achieving against curriculum expectations over time.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
implement the school’s documented attendance plan
Every six months:
gather and review attendance information each term to evaluate the impact of initiatives designed to improve students’ regular attendance
track, analyse and report on learner progress and achievement to inform next steps and respond with targeted interventions for priority learners
provide professional development opportunities for teachers that embed their understanding and use of effective teaching, learning and assessment practices
Annually:
review and report to the board on learner attendance, progress and achievement to inform ongoing decision making for improvement
evaluate the impact of the school’s literacy, mathematics teaching and assessment practices on learner progress and achievement outcomes and use this information to guide future professional development decisions.
Actions taken against these next steps are expected to result in:
students attending school regularly, meeting the Government’s target of 80% regular attendance
improved and equitable student progress and achievement outcomes in reading, writing and mathematics
leaders and teachers confident in their understanding and use of effective teaching, learning and assessment practices.
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)
15 May 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).