Te Kuiti 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 4 years to evaluate what is working well for learners and what needs to be improved. 

About the School 

Te Kuiti Primary School provides education for learners in Years 1 to 8. The school roll is 356. Students who identify as New Zealand European/Pākehā learners are 43% of the school roll, 39% of students identify as Māori, 9% of Pacific heritage and 8% as Asian. A new principal was appointed in Term 4 2023. 

The school’s values are represented by the acronym ‘LEGEND’: Loyalty, Excellence, Growth, Empathy, Nurture and Determination.

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. 

• The 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 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 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 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

• The school prioritises improving outcomes for learners by monitoring progress and using achievement information to determine next steps for individuals and groups of learners.
• Students with additional learning needs are well supported through tracking and monitoring systems and adjusting teaching to effectively respond to their individual needs.
• Leaders are refining planning, implementation and review practices, developing more effective, consistent and targeted approaches that enhance learner outcomes.
• Structured literacy approaches are well embedded; leaders and teachers are refining mathematics teaching approaches to align with curriculum and assessment changes.
• Learners benefit from supportive teaching practices that are firmly established and promote respectful relationships and active engagement.
• An inclusive and positive school culture supports student wellbeing and cultivates a strong sense of belonging.
• Strong and purposeful partnerships have been developed between the school and the wider community.

Key priorities 

• Improve the regular attendance of all learners.
• Strengthen and consolidate effective practices that improve outcomes in writing, particularly for boys.
• Enhance the integration of te reo Māori, te ao Māori and tikanga Māori across school practices to promote engagement in learning and attendance.  

Actions to bring about improvement

Within three months:

• leaders and teachers review attendance strategies, analyse attendance data, and discuss initial trends
• leaders and teachers review structured writing teaching methods and determine appropriate professional development to enhance teaching practices
• the school establish foundational partnerships with mana whenua to support further integration of te reo Māori, te ao Māori and tikanga Māori into school practices

Every six months:

• the School Board and leaders evaluate the effectiveness of attendance initiatives and adjust approaches as needed
• leaders further refine targeted teacher professional development in the teaching of writing
• leaders and teachers embed te reo Māori, te ao Māori and tikanga Māori into daily routines, curriculum and teaching to enhance learner engagement and sense of belonging

Annually:

• leaders and the School Board evaluate student attendance data to guide continuous improvement decision making and strategic planning
• leaders evaluate the impact of teacher professional development in structured writing on learners’ progress and achievement and identify next steps
• leaders and the School Board evaluate the impact of te reo Māori, te ao Māori and tikanga Māori throughout the school on student engagement and attendance and share with the school community. 

Expected outcomes

• Improved regular attendance to meet the Government target within the expected timeframe.
• Improved outcomes for all learners in writing, with greater equity in outcomes for boys.
• Te reo Māori, te ao Māori and tikanga Māori is integrated throughout the school, resulting in improved engagement and outcomes for all learners.

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 4 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 

17 September 2025