Ashley Rakahuri School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 184
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Boundary Road, Ashley, Rangiora
- Territorial authority
- Waimakariri District
- Phone
- 03-3138907
- office@ashley.school.nz
- Website
- http://www.ashley.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.
- School day starts
- 9.00 am
9.00 am Classes start
- 9.00 am
- School day ends
- 3.00 pm
3.00 pm End of the Day/School Bus Leaves
- 3.00 pm
- Uniform
- Required
Ashley Rakahuri School has a uniform policy and dress code to ensure that students present themselves in a consistent uniform across the school, and to encourage them to take pride in their appearance.
- Required
- Getting there
- School bus service operated by Tranzit Rangiora; children are eligible if under ten and more than 3.2kms from school, or 10+ and more than 4.3km from school
Children are eligible to travel on the bus if they are under ten years and more than 3.2kms from school and 10+ years and more than 4.3km from the school. (in a school zone). It is the parents’ responsibility to pick their children up at their appointed drop off point. If you are out of the school zone and wish your child to use the bus on the bus route you will need to contact Tranzit Rangiora as there will be a fee and a bus pass issued.
- School bus service operated by Tranzit Rangiora; children are eligible if under ten and more than 3.2kms from school, or 10+ and more than 4.3km from school
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 161
- Māori
- 31
- Pacific
- 4
- Asian
- 6
- MELAA
- 0
- Other
- 0
- 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 | 1 | 1 | 0 | 0 | 21 | 0 | 23 |
| Year 02 | 3 | 0 | 1 | 0 | 0 | 22 | 0 | 24 |
| Year 03 | 3 | 0 | 2 | 0 | 0 | 19 | 0 | 23 |
| Year 04 | 6 | 1 | 0 | 0 | 0 | 10 | 0 | 16 |
| Year 05 | 1 | 0 | 1 | 0 | 0 | 10 | 0 | 11 |
| Year 06 | 4 | 0 | 0 | 0 | 0 | 19 | 0 | 22 |
| Year 07 | 3 | 0 | 1 | 0 | 0 | 25 | 0 | 27 |
| Year 08 | 5 | 1 | 0 | 0 | 0 | 15 | 0 | 21 |
| Total | 29 | 3 | 6 | 0 | 0 | 141 | 0 | 167 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 0 | 1 | 0 | 0 | 19 | 0 | 20 |
| Age 06 | 4 | 1 | 1 | 0 | 0 | 21 | 0 | 24 |
| Age 07 | 3 | 0 | 2 | 0 | 0 | 20 | 0 | 24 |
| Age 08 | 6 | 1 | 0 | 0 | 0 | 12 | 0 | 18 |
| Age 09 | 1 | 0 | 1 | 0 | 0 | 10 | 0 | 11 |
| Age 10 | 4 | 0 | 0 | 0 | 0 | 17 | 0 | 20 |
| Age 11 | 2 | 0 | 1 | 0 | 0 | 21 | 0 | 23 |
| Age 12 | 6 | 0 | 0 | 0 | 0 | 20 | 0 | 25 |
| Age 13 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 2 |
| Total | 29 | 3 | 6 | 0 | 0 | 141 | 0 | 167 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Ashley Rakahuri School | 0% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| 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%
| Ashley Rakahuri School | 0% |
|---|---|
| Canterbury Region | 3.7% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| 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%
| Ashley Rakahuri 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 | Not available (source marker: "nd") |
| 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)
- 444
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1864
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
- 4 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (4 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 board assurance report of 4 December 2024 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 184 — 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.
October 2019
180
Counted while ERO’s review team was at the school. Education Review Office, report of 25 February 2020
September 2016
161
Counted while ERO’s review team was at the school. Education Review Office, report of 19 October 2016
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 4 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
Ashley Rakahuri School is a semi-rural school located in North Canterbury and provides education for students in Years 1 to 8. The school’s REACH values are Respect, Excellence, Aroha , Courage, Honesty and the school’s vision is Mahi Tahi – Better Together .
There are two parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: 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 A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for most students are equitable and excellent.
Most students achieve at or above curriculum expectations in reading, writing and mathematics.
Students express that they have a strong sense of belonging that is supported by inclusive practices and the enactment of the school values.
A large majority of students attend school regularly; leaders have strategies in place and are actively working towards improving regular attendance for all students to meet the Ministry of Education’s national target.
Conditions to support learner success
Leaders effectively foster a culture of high-quality teaching and continuous improvement.
Leaders and teachers regularly collaborate with whānau and the community to sustain high levels of relational trust that supports learning.
Leaders regularly involve students, staff and whānau in strategic decision making to further improve progress, achievement and wellbeing for students.
Leaders and the board provide effective targeted professional learning that strengthens teachers’ capabilities to improve and sustain outcomes for students.
Effective evidence-based teaching strategies and practices provide purposeful learning opportunities.
Curriculum planning increasingly reflects local contexts; teachers plan effectively to respond to students’ learning needs and interests.
Teachers gather, analyse and use valid assessment information to inform planning and teaching that improves outcomes for all students.
Students needing additional support and extension are identified and provided with effective needs-based programmes that improve outcomes and wellbeing.
Effective systems and processes are well aligned to ensure improved outcomes for all students.
The board and leaders review and evaluate assessment information effectively and use it to strategically prioritise goals and professional learning to sustain improved outcomes for students.
The board, leaders and teachers value partnerships with whānau, the community, kāhui ako and educational providers to access a range of meaningful learning opportunities that engage students.
Leaders and teachers work collaboratively and prioritise professional growth, including capability in te ao Māori , to strengthen teaching practices and support students’ learning across the curriculum.
Leaders and teachers consistently provide an inclusive environment which reflects the school’s values and supports high expectations for all students.
Part B: Where to next?
The agreed next steps for the school are to:
maintain teaching, learning and leadership practices which further improve then sustain excellent and equitable learning outcomes for all students
further enhance connections and engagement with the local environment and community that enrich opportunities for learning
continue to strengthen student wellbeing ( hauora ) by implementing school-wide inclusive practices
continue to increase regular attendance through a range of strategies.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
continue to engage in professional learning to implement the changes within the New Zealand Curriculum
continue to strengthen connections with local iwi and share local stories and history with the community through learning programmes and planning
review attendance data and refine strategies to increase regular attendance
Every six months:
continue to review and analyse reading, writing and mathematics progress and achievement information to inform teacher planning and practice
review learning opportunities provided for students to connect and engage with the local environment and community for the impact on engagement
Annually:
evaluate and report to the board the impact of professional learning on teaching practices and progress, achievement and wellbeing outcomes for learners
review school-wide assessment and reporting practices to reflect the changes within the New Zealand Curriculum
consult with students, staff, whānau and the community to develop future strategic direction and goals
monitor, review and report to the Board attendance data and the impact of strategies in place.
Actions taken against these next steps are expected to result in:
sustained progress and achievement in reading, writing and mathematics for all students resulting in excellent and equitable learning outcomes
students demonstrating a strong connection with the local environment through their involvement in the community and the school’s local curriculum
enhanced student wellbeing and students continuing to demonstrate the school values
increased student engagement and regular attendance.
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
4 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 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).