11 Uruti Road , New Plymouth
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.
Uruti School provides education for seven learners in Years 1 to 8. A new principal was appointed in term three of 2024. The school’s vision is for students to develop the competencies they need for study, work and lifelong learning and to go on to realise their potential. The values of ‘respect for self, for others and for the environment, nurture independence and develop perseverance’ underpin the school’s approach to learning.
| How well are learners succeeding? | The school is working towards high levels of success and progress for all learners. |
| What is the quality of teaching and learning? | Learners benefit from good 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 sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain foundational 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? | The school is establishing planning and conditions that support improvements in the quality of education for learners. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school reasonably 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 is improving its collection and use 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 | A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Writing | Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
| Mathematics | A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
The school is significantly 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.
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.
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 not 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.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Learners experience a positive and inclusive classroom environment with increasingly high expectations for teaching and learning.
Teaching and learning programmes appropriately prioritise the acquisition of foundation skills; delivery of reading, writing and mathematics is meeting the one hour per day expectation.
Structured literacy approaches are embedded; implementing a structured mathematics programme is a focus for 2025.
The school’s curriculum provides students with meaningful learning opportunities and experiences to support their needs and interests.
Professional learning for teachers is strategic and targeted to facilitate the ongoing development of teaching and learning in a multi-level classroom.
Leadership is increasingly inclusive, gathering aspirations and sharing information with parents and whānau to set and pursue strategic improvement goals that benefit learner outcomes and success.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
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)
15 May 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Uruti School is a sole charge rural school north of New Plymouth, for children in Years 1 to 8. The current roll is 11.
Teachers and trustees believe that ‘children need to be present in the classroom, engaged in meaningful activities, to be able to be achieving their full potential to be confident, connected, actively involved lifelong learners’.
Strategic goals focus on: high quality teaching and learning opportunities with emphasis on literacy and numeracy, and assessment for learning; and authentic learning contexts with emphasis on enviro learning.
Leaders and teachers regularly report to the board, school wide information about outcomes for students’ achievement in literacy and mathematics
Recent teacher professional learning and development (PLD) has focused on accelerating student learning in mathematics and literacy. Digital fluency PLD, commenced late in 2017, continues to be a focus in 2018.
Almost all children achieve at or above expectations in reading and mathematics, and most achieve well in writing.
Teachers effectively accelerate learning for those students who need it.
From the previous ERO report, sustainable practice is evident in: strong partnership with families and the wider community; good facilities and resources; educational opportunities outside the classroom; and a family atmosphere in the classroom and playground.
Teachers are highly responsive to students’ needs and interests and use authentic learning contexts well to foster engagement. The impact of professional development in mathematics and literacy is evident through the successful acceleration of learning for those students who need it. Teachers are focused on ensuring that all learners meet success.
Staff promote a caring and collaborative learning community that is inclusive of all and fosters children’s wellbeing. Students’ engagement in their learning is well supported. They are helped to develop understandings of themselves as learners and confidently contribute their ideas to teaching decisions. Relationships are respectful and productive. Students experience an environment in which it is safe to take learning risks. They are given explicit instruction in strategies that enable them to take control of their learning, self-regulate and develop independence.
The board actively represents and serves the school community in its stewardship role, with student wellbeing, achievement and progress at the core. Trustees are proactive in providing resourcing to ensure positive student outcomes.
Te ao Māori and values of manaakitanga, whanaungatanga and tuakana teina are evident within the environment. The active involvement in Enviroschools is a contributing factor in raising children’s understanding of them as kaitiaki in their rural community.
Internal evaluation and teacher inquiry informs decision making focused on improving student outcomes. Through these sound practices, staff and board have identified the following key steps that ERO’s evaluation confirms. These are:
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:
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:
ERO is likely to carry out the next external evaluation in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
16 May 2018
| Location | Uruti |
| Ministry of Education profile number | 2257 |
| School type | Full Primary (Year 1 to 8) |
| School roll | 11 |
| Gender composition | Female 6, Male 5 |
| Ethnic composition | Māori 1 Pākehā 10 |
| Provision of Māori medium education | No |
| Review team on site | April 2018 |
| Date of this report | 16 May 2018 |
| Most recent ERO report(s) | Education Review April 2015 Education Review January 2012 Education Review October 2009 |