Muriwai 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

Muriwai School is located in Gisborne and provides education for 53 tamariki in Years 1 to 8. Muriwai School receives language resource funding for 49 tamariki at Level 2. The three classes consist of one class of Year 1 to 8 learners, one class of Years 1 to 4 learners and one of Year 5 to 8 learners. Tamariki learning is supported by three kaiāwhina.

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 approaching 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 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 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 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 integration of Te Papa Tipu o Horouta into the kura curriculum provides meaningful learning opportunities that responds to the aspirations of whānau growing Ngāi Tāmanuhuri knowledge and cultural understanding. As a result, tamariki are being developed to succeed as competent cultural contributors within their iwi.
• Leadership and kaiako are focused on building collaborative and trusting relationships within the kura and community. This is beginning to have a positive impact on whānau engaging as learning partners and ensures tamariki feel a strong sense of belonging within and beyond the kura.

Key priorities

• Improve outcomes in pānui, tuhituhi and pāngarau.
• Improve the use of achievement data to identify and accelerate progress for those learners not yet meeting curriculum expectations.
• Develop kaiako capability and capacity to confidently teach through the provision of te reo Māori.
• Develop a readiness-to-learn plan with contributing kōhanga reo, identifying further Māori medium pathways as priority options for tamariki and whānau of Muriwai School.
• Engage in professional learning that strengthens an in-depth understanding of effective leadership and governance, resulting in improved schoolwide performance, systems, processes and procedures.
• Develop and deliver a plan to improve attendance to meet government targets.

Actions to bring about improvement

Within three months:

• leaders and teachers implement improvement plans for pānui, tuhituhi and pāngarau that include outcomes of accelerated progress for those students not yet achieving their expected curriculum level 
• leaders identify opportunities for kaiako to engage in Māori medium professional development
• leaders and teachers engage with whānau to identify priority Māori medium pathways for tamariki of Muriwai School
• leaders and the School Board develop and implement strategies to improve rates of attendance for students by setting an annual improvement target with a supporting action plan

Within six months: 

• the School Board develop and implement professional learning plan with Te Whakarōpūtanga Kaitīaki Kura o Aotearoa (New Zealand School Board Association) to strengthen understanding of leadership and governance roles and responsibilities
• leaders develop and implement the Māori medium professional development plan to grow kaiako capability and capacity

Every six months:

• leaders and teachers monitor accelerated progress for students identified as not yet achieving expected outcomes in pānui, tuhituhi and pāngarau, to identify areas of success and inform next steps
• leaders collaborate with identified Māori medium pathways to develop a readiness-to-learn plan that prepares tamariki to transition smoothly into and beyond Muriwai School
• the school collectively review the implementation of leadership and governance professional development plan
• the School Board and leaders monitor the impact of strategies used to improve regular student attendance and adjust action as needed

Annually:

• leaders and teachers review progress of professional development to guide future actions that will continue to grow the skills and abilities of kaiako to confidently teach through the provision of te reo Māori
• leaders and the School Board monitor attendance trends and identify effective methods for improving regular attendance and review and refine the readiness-to-learn plan to support ongoing progress
• the School Board and leaders analyse student achievement and accelerated progress in pānui, tuhituhi and pāngarau; use this information to guide targeted teaching and strategic planning priorities
• leaders and the School Board work together to review the effectiveness of school leadership and governance to drive improved decision-making, strategic planning, and effective schoolwide improvement.

Expected outcomes

• Improved progress and achievement outcomes for all tamariki.
• Increased confidence and capability to deliver curriculum through the provision of te reo Māori.
• An increase of tamariki more readily prepared to transition into and through a Māori medium pathway.
• Effective leadership and governance that drives improved school wide performance, systems, processes and procedures.
• Continued improvement in regular attendance rates for all tamariki.

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 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 suitable human resource management practises are implemented, including all applicants appointed to teaching positions being registered
  [Section 599/600, section 93(1) Education and Training Act 2020].

The board has since taken steps to address the areas of non-compliance identified.

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

10 October 2025