Kuranui Primary School

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

Kuranui Primary School is a small rural school that provides education for students from Year 1 to 6. The roll is 56 and includes 75% of students who identify as NZ European/ Pakeha and 24% of students identify as Māori. Since the previous review a new principal has been appointed. The school values are kindness, unity, respect and accountability.

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.

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.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance. 

• A small majority of learners attend school regularly.
• The school is 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 not yet reducing over time.

Assessment

This section is about how the school assesses learner progress and achievement. 

• 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

This section is about how well the school supports all learners to make sufficient progress. 

• The school is developing good quality planning to increase the rate of progress for all groups of students.
• The school has not 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 and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.

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

• Strong relational trust between students and teachers underpins the school’s positive and supportive learning environment and school culture.
• Students are provided with opportunities to participate in sport, drama productions, and kapa haka, which contribute positively to their wellbeing and foster a strong sense of belonging.
• Parents and whānau meaningfully engage and actively contribute to the school’s values and culture.
• The Board maintains strong, long-standing connections with the community. 

Key priorities 

• Develop consistent expectations for effective teaching practice in reading, writing and mathematics to raise achievement.
• Implement effective assessment processes and analysis of achievement data that inform best teaching practice for all students and groups of students.
• Strengthen knowledge and understanding of strategic and annual planning to progress key priorities and to ensure schoolwide systems and processes are well established.
• Develop and implement a suitable attendance plan to improve students’ regular attendance.

Actions to bring about improvement 

Within three months:

• leaders develop an annual implementation plan that enacts key strategic goals for improvement
• leaders develop a suitable attendance action plan to increase students’ regular attendance

Within six months: 

• teachers participate in professional learning in reading, writing and mathematics to develop consistent expectations of effective teaching practices
• teachers develop a shared understanding and implement effective assessment processes that inform best teaching practice for all students and groups of students

Every six months:

• teachers and leaders review progress, well-being and attendance data to identify areas for improvement and plan next steps
• leaders and the school Board review progress against strategic and annual goals to track improvement
• the Board, leaders and teachers monitor the attendance plan to increase students’ regular attendance

Annually:

• leaders and the Board track progress of the school’s strategic goals and set improvement targets for the following year
• leaders and teachers evaluate the implementation of effective teaching and learning and its impact on students’ success
• leaders and the Board review the impact of the attendance plan on students’ regular attendance and share with the school community.

Expected outcomes 

• Improved learner outcomes in students’ reading, writing and mathematics.
• Effective teaching and assessment processes consistently embedded school wide.
• Teachers’ use achievement data effectively to inform teaching and learning practices for all students and groups of students.
• Increased students’ regular attendance to meet the government target.

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

Actions for Compliance

ERO has identified the following areas of non-compliance during the board assurance process:

• ensure there is a documented risk assessment process/safety checking of workforce before appointing staff
  [Section 31, Children’s Act 2014]
• document regular termly fire drills 
  [section 127 (1)(b)(i) Education and Training Act 2020]
• develop an annual implementation plan that effectively enacts the strategic plan
  [Section 63, Education and Training Act 2020]
• ensure EOTC documentation is signed and dated.

The board has not yet addressed the areas of non-compliance identified.

Recommendation to the Ministry of Education

ERO recommends that the Ministry of Education provide tailored support for:

• implementing effective assessment processes, reporting and data analysis
• strategic planning and reporting
• governance and stewardship. 

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

5 December 2025