Ahau Street , Moana
View on mapTēnā 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.
Lake Brunner School provides education for students in Years 1 to 8 in Moana, Lake Brunner and surrounding districts. A new principal was appointed in Term 4 2023 as well as significant changes in teaching staff in 2024. The revised school values of ‘We choose to do the right thing, we’re respectful and kind. We are curious, self-disciplined, we always aim high’ are known and used by all staff, students and whānau in decision making across the school. The school’s roll is 65, with 15% of students who are Māori.
| How well are learners succeeding? | Success and progress for all learners is increasing. |
| What is the quality of teaching and learning? | Learners benefit from high 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 rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain 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? | School planning and conditions to support ongoing improvement to the quality of education for learners are well established. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school successfully 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 responds well to a wide range 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. |
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Writing | A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Mathematics | A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
The school is behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
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.
The school has 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 Government reading, writing and mathematics and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Students increasingly understand and can confidently discuss their progress and learning in literacy and mathematics; the school has embedded structured literacy and mathematics approaches over time.
The principal has set clear expectations and vision for the school through meaningful strategic and annual plans.
The local curriculum, developed with student feedback and ideas, provides a rich and broad curriculum that is engaging for teaching and learning.
The board and principal are strategic in school resourcing and decision making; they use comprehensive information well to prioritise responding to learning needs.
Research-based and well-planned professional development for all staff have resulted in building professional networks and collaborative approaches that strengthen learning and teaching across the school.
The principal and staff are highly reflective and have embedded useful evaluation and assessment practices; this is strengthening the information that is shared with their community, parents and the board.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
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:
Yes
Yes
Yes
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)
17 April 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Lake Brunner School is a rural school in the small settlement of Moana, overlooking Lake Brunner. The school has a roll of 52 children in Years 1 to 8, 11% of whom identify as Māori.
The school’s vision is to develop successful learners who are confident and connected to the curriculum, themselves and others. There are seven values which include integrity, respect and kindness. To support these valued outcomes, the school’s recently-updated strategic aims cover the areas of curriculum, wellbeing and the provision of a positive learning environment.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
Since the 2015 ERO review, there has been significant change in personnel, including a new first‑time principal, teaching team of three staff, board chair and board members. There continue to be a number of students who move into and out of the school community each year.
The school is a member of the Māwhera Kāhui Ako|Community of Learning.
The school is working towards achieving equity and excellence for all its students. Most children achieve at or above expected curriculum levels in reading, writing and mathematics. The proportion of children achieving at expected curriculum levels has improved over time. A smaller proportion of Māori children achieve at expected levels in reading, writing and mathematics. Children report positive wellbeing outcomes.
It is unclear how effective the school is in accelerating learning for Māori and other students who need this.
An improvement-focused board, leadership and staff work together to foster a culture of care which supports positive outcomes for children. The leadership team is building relational trust and collaborative practice. The board, principal and staff are working collaboratively to strengthen community partnerships. This includes actively seeking ways to engage and communicate with parents and whānau about the school curriculum and student achievement.
Leaders and teachers demonstrate a strong commitment to the shared vision and values of the school, which creates a positive learning culture. Children are engaged and enthusiastic about their learning. The flexible and adaptive curriculum promotes student agency, independence and leadership opportunities. Curriculum design and enactment is responsive to the aspirations of students, parents and whānau, and keeps children at the centre of decision making and learning. There is intentional alignment of key school documentation to the culture, vision and values of the school.
The principal is establishing effective ways of building professional capability and capacity in the teaching team. Recently-introduced processes are supporting teachers to inquire systematically into their practice and consider how they can improve outcomes for students. Examples include profession development in digital fluency and the teaching of mathematics. A commitment to internal and external professional development is aligned to the strategic priorities of the school and is improving learning and wellbeing outcomes.
Use of school-wide achievement information to inform assessment judgements has been inconsistent. As a result, the new principal has developed improved systems to accurately track the progress of all learners, with key aims, goals and targets in place for 2019. At the onsite stage of the review, it was too early for ERO to evaluate the quality and impact of these improvements.
The school is in the process of developing systems for better identifying, monitoring and evaluating the rates of progress for individual and groups of children targeted for acceleration.
The principal has identified, and ERO agrees, that the key next steps for further development are to:
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO’s overall evaluation judgement of Lake Brunner School’s performance in achieving valued outcomes for its students is: Developing.
ERO’s Framework: Overall School Performance is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
During the onsite stage of the review, ERO identified areas of non-compliance regarding procedures to guide physical safety practices such as tree climbing, and processes regarding delegation of authority. Since that time the school has taken satisfactory steps to address these matters.
ERO identified non-compliance in relation to:
In order to address this, the board of trustees must:
Alan Wynyard
Director Review and Improvement Services Southern
Southern Region
12 June 2019
| Location | Moana |
| Ministry of Education profile number | 2123 |
| School type | Full Primary |
| School roll | 52 |
| Gender composition | Boys 27; Girls 25 |
| Ethnic composition | Māori 6 NZ European/Pākehā 42 Other ethnicities 4 |
| Students with Ongoing Resourcing Funding (ORS) | No |
| Provision of Māori medium education | No |
| Review team on site | April 2019 |
| Date of this report | 12 June 2019 |
| Most recent ERO report(s) | Education Review August 2015 Education Review May 2012 |