Amberley School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 244
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 2 Lawcocks Road, Amberley
- Territorial authority
- Hurunui District
- Phone
- 03-3148309
- office@amberley.school.nz
- Directions
- Get directions
Other schools nearby: schools in Canterbury
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
Loading zone map…
Zone boundaries shown here are approximate. Ministry of Education data warns these boundaries do not have high spatial precision and can place neighbouring addresses on different sides of a line. This is not a confirmation of enrolment eligibility — always confirm directly with the school. Zone geometry also does not reflect enrolment priority rules (siblings, special character categories, ballots) — it shows the mapped boundary only.
Check if your address is in zone →
Source: Ministry of Education, CC BY 3.0 NZ
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/3276
New Enrolments - Click [here](https://enrolments.linc-ed.com/apply/NZ/3276) to enrol your child:
- https://enrolments.linc-ed.com/apply/NZ/3276
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 200
- Māori
- 57
- Pacific
- 7
- Asian
- 11
- MELAA
- 4
- Other
- 1
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 4 | 3 | 5 | 0 | 0 | 26 | 0 | 33 |
| Year 02 | 8 | 0 | 2 | 0 | 0 | 34 | 0 | 37 |
| Year 03 | 5 | 0 | 2 | 0 | 0 | 28 | 0 | 30 |
| Year 04 | 7 | 2 | 0 | 0 | 0 | 25 | 0 | 28 |
| Year 05 | 3 | 1 | 0 | 1 | 0 | 17 | 0 | 19 |
| Year 06 | 4 | 1 | 1 | 0 | 0 | 22 | 0 | 25 |
| Year 07 | 9 | 1 | 0 | 1 | 0 | 24 | 0 | 30 |
| Year 08 | 3 | 1 | 3 | 2 | 0 | 22 | 0 | 27 |
| Total | 43 | 9 | 13 | 4 | 0 | 198 | 0 | 229 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 2 | 4 | 0 | 0 | 20 | 0 | 26 |
| Age 06 | 8 | 1 | 3 | 0 | 0 | 37 | 0 | 41 |
| Age 07 | 4 | 0 | 1 | 0 | 0 | 30 | 0 | 31 |
| Age 08 | 8 | 2 | 1 | 0 | 0 | 26 | 0 | 30 |
| Age 09 | 3 | 0 | 0 | 1 | 0 | 16 | 0 | 17 |
| Age 10 | 4 | 2 | 1 | 0 | 0 | 23 | 0 | 27 |
| Age 11 | 8 | 1 | 0 | 1 | 0 | 22 | 0 | 27 |
| Age 12 | 3 | 1 | 3 | 1 | 0 | 20 | 0 | 25 |
| Age 13 | 1 | 0 | 0 | 1 | 0 | 4 | 0 | 5 |
| Total | 43 | 9 | 13 | 4 | 0 | 198 | 0 | 229 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
6.6%
| Amberley School | 6.6% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 13.6% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 8.1% |
| Total | 6.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
9.4%
| Amberley School | 9.4% |
|---|---|
| Canterbury Region | 3.7% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 18.7% |
| Māori | 40.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 9.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Amberley School | 0% |
|---|---|
| Canterbury Region | 1.7% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 463
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1878
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 3
- Last reviewed
- 13 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (13 December 2024)
A board assurance statement is the board’s own account of whether it took all reasonable steps to meet its legal obligations, on the date shown. It is not ERO’s finding. ERO reports separately, in the same report, on any non-compliance it identified during that process.
The same report — the board assurance report of 13 December 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO has identified the following areas of non-compliance during the board assurance process:
Evidence of referee check as part of safety checking of workforce [Sections 25 to 27, Children’s Act 2014; Regulations 5 to 8, Children’s (Requirements for Safety Checks of Children’s Workers) Regulations 2015]
Police vetting process completed prior to staff member starting work [Sections 25 to 27, Children’s Act 2014; Regulations 5 to 8, Children’s (Requirements for Safety Checks of Children’s Workers) Regulations 2015; Section 104 and Schedule 4, Education and Training Act 2020]
Evacuation Plan submitted to Fire and Emergency Evacuation Plan. [Fire Safety, Evacuation Procedures, and Evacuation Schemes Regulations 2018]
The board has since taken steps to address the areas of non-compliance identified.
The roll ERO recorded, and when
ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 244 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.
April 2019
223
Counted while ERO’s review team was at the school. Education Review Office, report of 29 May 2019
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 13 December 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
Amberley School is located in North Canterbury and provides education for learners in Years 1 to 8. The school’s vision is learning with PRIDE ( Hiringa | Personal Best, Whakoha | Respect, Whakapono | Integrity, Manawanui | Determination, and Harikoa |Enthusiasm. The school is a member of the Puketeraki Kāhui Ako .
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
The school is working towards equitable and excellent outcomes for learners.
Most learners are achieving at expected curriculum level in mathematics and a majority of learners are achieving at the expected curriculum level in reading and writing.
Some learners are not achieving as well as others; the school has yet address Māori learners achieving as well as their peers and boys achieving as well as girls in reading and writing.
School data shows most learners report their teachers believe they can succeed and treat them fairly.
The majority of learners attend school regularly; the school is yet to meet the Ministry of Education target for regular attendance.
Conditions to support learner success
Leadership increasingly fosters a culture committed to quality teaching, and equity and excellence in learner outcomes.
Leaders provide professional learning and coaching that enables staff to improve their teaching practice to better support learner progress and achievement.
Leaders build educationally focused relationships with other education providers and community groups to support learner transitions and increase opportunities for learning and success.
Leaders set and pursue specific improvement goals, including the acceleration of learning for those not yet meeting expectations in reading.
Leaders and teachers are taking steps to provide a responsive curriculum and high-quality teaching.
Teachers have positive and mutually respectful teacher-learner relationships that increasingly support learners to experience success.
Teachers identify and closely monitor target learners in reading and then refine their teaching to accelerate learning progress.
Teachers create an orderly environment where learners are supported to participate and apply new learning.
Conditions for learner success are being established.
The board is taking steps to establish systems and processes to review its own performance.
Leaders seek and respond to learner and whānau feedback informing decision making for school improvement.
The majority of the staff have participated in Te reo Māori and iwi professional learning to grow their confidence and capability and are supported to include local cultural contexts in teaching and learning to engage learners.
Part B: Where to next?
The agreed next steps for the school are to:
Strengthen teaching and assessment practices and develop a school-wide mathematics programme to ensure consistent teaching practices which support continued progress and achievement in mathematics.
Improve and increase capacity to evaluate and assess learning across the curriculum, using data effectively to identify, monitor, and respond to and emerging trends and patterns.
Accelerate learning for targeted students in reading, writing and mathematics.
Develop, implement and monitor strategies to increase regular attendance.
The agreed actions for the next improvement cycle and timeframes are as follows:
Within six months:
plan and implement systems and strategies for improving regular attendance
develop a schoolwide teaching and assessment programme in mathematics.
Every six months:
review and evaluate the impact of strategies for improving attendance
teachers review and leaders report to the board on the progress of target learners and the effectiveness of interventions being used to accelerate progress and achievement
review and report to the board the progress and achievement of all learners in reading, writing and mathematics and responding to emerging trends and patterns.
Annually:
review and evaluate the impact of teacher professional learning on learner outcomes
evaluate and report to the board the progress and achievement of all learners in reading, writing and mathematics and plan targeted actions for the next year to improve learner outcomes
review and evaluate the impact of strategies for improving attendance.
Actions taken against these next steps are expected to result in:
improved learner engagement and regular attendance
accelerated progress and achievement for target learners
increased progress and achievement for all learners.
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 Evaluation 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
Shelley Booysen Director of Schools
13 December 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Read the full report on ero.govt.nz →
All 3 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).