Appleby School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 143
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 19 Moutere Highway, Tasman
- Territorial authority
- Tasman District
- Phone
- 03-5442898
- admin@appleby.school.nz
- Website
- http://www.appleby.school.nz
- Directions
- Get directions
Other schools nearby: schools in Tasman
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.
- Getting there
- School bus service beginning on Lower Queen St at the turn off to Best Island, picking up children from Best Island Landsdown Rd and dropping them at school about 8:15am, then via the Moutere Highway, Redwood Valley Rd, Maiseys Rd, the Coastal Highway and Westdale Rd, arriving at 8:50am; reversed in the afternoon
Our school bus service begins on Lower Queen St at the turn off to Best Island. It picks up children from Best Island Landsdown Rd and drops them off at school at about 8:15am. It then travels up the Moutere Highway, up Redwood Valley Rd, through Maiseys Rd to the Coastal Highway and down Westdale Rd before heading back down the Coastal Highway to school, arriving at 8:50am. In the afternoon this route is reversed.
- School bus service beginning on Lower Queen St at the turn off to Best Island, picking up children from Best Island Landsdown Rd and dropping them at school about 8:15am, then via the Moutere Highway, Redwood Valley Rd, Maiseys Rd, the Coastal Highway and Westdale Rd, arriving at 8:50am; reversed in the afternoon
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
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.
- In their words
- We aspire to create rich, authentic and relevant learning opportunities and experiences.
- Our Values
- Kia maia, kia manaaki, kia ako
- Be brave, care and learn
- Our Whakatauki
- Mauria te pono
- Believe in yourself
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 133
- Māori
- 27
- Pacific
- 3
- Asian
- 3
- MELAA
- 6
- 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 | 6 | 0 | 0 | 1 | 0 | 25 | 0 | 26 |
| Year 02 | 2 | 0 | 0 | 1 | 0 | 17 | 0 | 17 |
| Year 03 | 5 | 1 | 0 | 0 | 0 | 16 | 0 | 17 |
| Year 04 | 5 | 0 | 0 | 1 | 0 | 14 | 0 | 16 |
| Year 05 | 5 | 0 | 1 | 2 | 0 | 19 | 0 | 21 |
| Year 06 | 2 | 0 | 0 | 0 | 0 | 8 | 0 | 9 |
| Year 07 | 1 | 0 | 0 | 1 | 0 | 9 | 0 | 10 |
| Total | 26 | 1 | 1 | 6 | 0 | 108 | 0 | 116 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 0 | 0 | 1 | 0 | 23 | 0 | 24 |
| Age 06 | 3 | 0 | 0 | 1 | 0 | 19 | 0 | 19 |
| Age 07 | 5 | 1 | 0 | 0 | 0 | 17 | 0 | 18 |
| Age 08 | 5 | 0 | 0 | 1 | 0 | 13 | 0 | 15 |
| Age 09 | 5 | 0 | 1 | 2 | 0 | 19 | 0 | 21 |
| Age 10 | 2 | 0 | 0 | 0 | 0 | 8 | 0 | 9 |
| Age 11 | 0 | 0 | 0 | 1 | 0 | 7 | 0 | 8 |
| Age 12 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 26 | 1 | 1 | 6 | 0 | 108 | 0 | 116 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Appleby School | 0% |
|---|---|
| Tasman Region | 33% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Appleby School | 0% |
|---|---|
| Tasman Region | 3.2% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
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 suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Appleby School | 0% |
|---|---|
| Tasman Region | 2.1% |
| Contributing | 1.5% |
| 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)
- 430
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1859
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
- 4
- Last reviewed
- 18 February 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (18 February 2025)
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 board assurance report of 18 February 2025 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
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 143 — 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
125
Counted while ERO’s review team was at the school. Education Review Office, report of 10 June 2019
February 2014
102
Counted while ERO’s review team was at the school. Education Review Office, report of 11 April 2014
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 18 February 2025 — “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
Appleby School is a semi-rural school located in the Tasman District and provides education for learners in Years 1 to 6. In 2025, the school welcomed Year 7 learners and will have Year 8 learners in 2026. The school’s vision is to empower every learner with opportunities to reach their full potential; its values are Kia Māia (Brave), Kia Manaaki (Care), Ako (Learn).
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
Learners achieve equitably, most make sustained progress and engage well in their learning.
Most learners are achieving at or above expected curriculum levels in mathematics; a large majority of learners are achieving at or above expected curriculum levels in reading; a small majority of learners are achieving at or above expected curriculum levels in writing.
Sustaining equity of achievement for all groups of learners is a school priority.
Most learners report a strong sense of belonging in an inclusive environment.
A large majority of learners attend school regularly; the school has yet to meet the Government’s national target and strategies are in place to increase regular attendance.
Conditions to support learner success
Leaders collaboratively set improvement goals and targets and foster a culture of high-quality teaching which improves outcomes for learners.
Leaders value input from learners, staff and whānau in strategic decision making to improve learner outcomes.
Outcomes for learners are improved through leaders supporting targeted teacher professional learning.
Leaders and teachers work collaboratively with whānau to build and sustain high levels of relational trust to support their child’s learning.
The school’s curriculum increasingly reflects aspirations of the community, local contexts and responds to learners’ needs and strengths.
Teachers gather a range of assessment information, strengthening planning and practices that respond appropriately to learners’ needs and improves outcomes for all learners.
Learners needing additional support are clearly identified and teachers use effective evidence-based strategies to reduce barriers to learning.
Teachers increasingly provide purposeful learning opportunities which have a positive impact on learner engagement and learning outcomes.
Processes and systems are increasingly strengthened and aligned to the school’s strategic goals which contribute positively to school improvement and outcomes for learners.
The board supports leaders and staff to engage with whānau to improve learner progress, achievement and wellbeing.
Leaders and teachers build and sustain strong relationships with iwi, Kāhui Ako and external providers to improve outcomes for learners.
Leaders and teachers actively engage in professional learning to strengthen teaching practices including te ao Māori which is purposefully woven into the school’s curriculum.
Leaders and teachers are proactive in creating an inclusive environment that promotes learner wellbeing and engagement in learning.
Part B: Where to next?
The agreed next steps for the school are to:
further improve progress and achievement in reading, writing and mathematics for all learners
successfully initiate the inclusion of year 7 and year 8 learners and strengthen the understanding of school values in everyday school life
continue to build a positive and inclusive school environment through building on knowledge and understanding of the school’s values
improve learning and engagement by further developing collaborative strategies with whānau to increase regular learner attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
continue to engage in targeted professional learning that aligns with the changes to the New Zealand Curriculum
implement the inclusion of year 7 learners through providing programmes and opportunities that targets and supports their learning and wellbeing
review and refine strategies in place to increase regular learner attendance
Every six months:
continue to review learner progress and achievement in reading, writing and mathematics to inform teaching and learning programmes
implement national assessment priorities and align school assessment and reporting practices to these priorities
gather and use learner and whānau feedback to ensure successful inclusion of year 7 and 8 learners
Annually:
evaluate the impact of teachers’ professional learning on learner outcomes to ensure continued high-quality teaching
gather and evaluate learner, staff and whānau feedback to inform strategic direction and resourcing
review the inclusion of year 7 and year 8 learner programmes and opportunities to ensure quality learning that supports learner wellbeing and engagement in learning
use consistent school-wide assessment practices to effectively evaluate progress and achievement in reading, writing and mathematics
evaluate the effectiveness of strategies in place to increase regular attendance.
Actions taken against these next steps are expected to result in:
improved monitoring and evaluation of learner progress that better responds to leaners’ needs and informs next steps in learning
improved learner progress and achievement in reading, writing and mathematics across the curriculum
a positive and inclusive school environment that enhances learning and wellbeing
increased regular attendance and engagement 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
Sharon Kelly Acting Director of Schools
18 February 2025
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 4 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).