Kuranui Primary School - 24/06/2019

School Context

Kuranui Primary School is a small rural school located in the South Waikato district. It provides education for students in Years 1 to 6. The current roll of 52 includes 16 students of Maori decent.

Since the last ERO review in 2016, there have been no changes to leadership and some changes to teachers and support staff. The majority of trustees have remained the same with the exception of one member who is new to the governance role. The principal and the board of trustees have reviewed and refined the school’s charter to reflect the aspirations and priorities of the school community. The school’s curriculum is currently under review in collaboration with parents and whānau.

The school charter states that it prides itself on providing a welcoming and inclusive environment for all learners and their families. It aims to empower students to participate in a wide range of academic, cultural and sports activities. The school’s vision is ‘striving to be the best they can in a caring and safe environment’ (Ko te whai i te tika kia manākitia te tangata e te aroha huri noa i tōna taiao). This was developed in conjunction with the school’s mission to “encourage students to take full advantage of all opportunities offered to them whilst developing positive and productive skills for succeeding as life-long learners”.

Leaders and teachers regularly report to the board, school-wide information about outcomes for students in the following areas:

  • progress and achievement in reading, writing and mathematics.

Kuranui Primary School is a member of the Matamata Community of Learning|Kāhui Ako. Teachers have been involved in professional development focused on culturally responsive and relational pedagogy for the last two years led by leaders within the cluster.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is achieving positive learning outcomes for the majority of its students. It is working towards achieving equitable outcomes for all students.

Achievement information from 2018 shows that all most all students achieved well in relation to curriculum expectations in reading and most in mathematics and writing. This information also shows that rates of achievement in writing and mathematics have continued to improve overtime. The data also shows boys achieved at lower rates than girls in reading and writing and higher rates in mathematics. In 2019 initial assessment shows Māori students are achieving better than non-Māori in reading however in mathematics, Māori achieve at lower rates than their peers.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is effectively accelerating progress and achievement for targeted learners and responding well to Māori students and others whose learning needs acceleration. School data for 2018 and 2019 shows that strategic interventions were effective for targeted learners in reading, writing and mathematics, including Māori in reading.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Leaders are improving outcomes for learners through high levels of relational trust. Positive relationships between leaders and staff enable a collaborative approach to school development and have contributed to increased overall levels of student achievement. The school charter aligns well with the school’s vision succinctly sets out strategic goals and targets and is strongly focused on achieving equity and excellence. They prioritise resourcing to build teacher capability and improve outcomes for students through targeted interventions and school-wide programmes. Leadership has maintained an inclusive culture schoolwide where parents, whānau and community are welcomed into the school as valued partners in learning.

Teachers effectively analyse achievement information to inform responsive planning and teaching. They successfully scaffold individual’s learning with emphasis on tracking and monitoring those students whose learning is at risk. Teachers are intentional about using the physical environment to provide meaningful and authentic contexts for learning across the curriculum. Settled classroom environments and positive relationships are conducive to learning. Relationships in classrooms are characterised by mutual respect and empathy where a wide range of teaching strategies are used to engage students in learning.

Students learning is enriched through productive partnerships where diversity is valued. An intensive wrap-around approach ensures students with additional needs can fully participate in all aspects of school life alongside their peers. Students experience a wide range of leadership opportunities that allows them to be role models for others and support their transitions when they leave the school.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Leaders and teachers have a planned approach to further develop and implement culturally responsive and relational pedagogy. This should remain a priority to support the natural integration of Māori language, culture and identity, and contribute to equitable learning environments for all.

Further development is needed to strengthen students’ knowledge, understanding and key next steps for learning to enhance acceleration.

3 Board Assurance on Legal Requirements

Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • finance
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Kuranui Primary School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • leadership that is focused on school-wide improvement
  • teachers’ use of assessment to inform planning for all students, in particular those at risk of not achieving.
  • responsive learning environments that support high levels of student engagement and learning.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • strengthening student’s knowledge, understanding and key next steps for learning to enhance acceleration and promote student agency.
  • the natural integration of Māori language, culture and identity to promote equitable learning environments and acknowledging Māori as tangata whenua.

Phillip Cowie

Director Review and Improvement Services Central

Central Region

24 June 2019

About the school



Ministry of Education profile number


School type

Full Primary (Years 1 to 6)

School roll


Gender composition

Male 29 Female 23

Ethnic composition

Māori 16
NZ European/Pākeha 34
Other ethnic groups 2

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

April 2019

Date of this report

24 June 2019

Most recent ERO report(s)

Education Review February 2016
Education Review May 2011
Education Review May 2008