Chertsey School
Contributing · State
- Year levels
- 1–6
- Total roll
- 36
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 83 High Street, Chertsey, Ashburton
- Territorial authority
- Ashburton District
- Phone
- 03-3022727
- office@chertsey.school.nz
- Directions
- Get directions
Other schools nearby: schools in Canterbury
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.
- Uniform
- Required
All children at Chertsey School are expected to wear the official school uniform.
- Required
- Getting there
- Chertsey School bus, part of the daily school bus services administered by the Mid Canterbury School Transport Service (MCSTS)
The Mid Canterbury School Transport Service has been set up to co-ordinate the administration of the daily school bus services.
- Chertsey School bus, part of the daily school bus services administered by the Mid Canterbury School Transport Service (MCSTS)
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 22
- Māori
- 1
- Pacific
- 3
- Asian
- 10
- MELAA
- 4
- 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 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Year 02 | 0 | 0 | 2 | 1 | 0 | 6 | 0 | 9 |
| Year 03 | 0 | 1 | 1 | 0 | 0 | 5 | 0 | 6 |
| Year 04 | 2 | 0 | 1 | 1 | 0 | 7 | 0 | 9 |
| Year 05 | 1 | 0 | 0 | 0 | 1 | 3 | 0 | 4 |
| Year 06 | 0 | 1 | 2 | 0 | 0 | 4 | 0 | 6 |
| Year 08 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 4 | 2 | 6 | 2 | 1 | 31 | 0 | 40 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Age 06 | 0 | 0 | 2 | 0 | 0 | 6 | 0 | 8 |
| Age 07 | 0 | 1 | 1 | 1 | 0 | 4 | 0 | 6 |
| Age 08 | 2 | 0 | 1 | 1 | 0 | 8 | 0 | 10 |
| Age 09 | 1 | 0 | 0 | 0 | 1 | 2 | 0 | 3 |
| Age 10 | 0 | 1 | 2 | 0 | 0 | 4 | 0 | 6 |
| Age 12 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 4 | 2 | 6 | 2 | 1 | 31 | 0 | 40 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Chertsey School | 0% |
|---|---|
| Canterbury Region | 38.3% |
| 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%
| Chertsey School | 0% |
|---|---|
| Canterbury Region | 3.7% |
| 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%
| Chertsey School | 0% |
|---|---|
| Canterbury Region | 1.7% |
| 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)
- 502
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- 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
- 26 September 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (26 September 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 26 September 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 36 — 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.
November 2019
28
Counted while ERO’s review team was at the school. Education Review Office, report of 13 March 2020
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 26 September 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
Chertsey School is located in Mid Canterbury and provides education for learners in Years 1 to 6. The school’s vision is: ‘ together we grow, learn and celebrate as Chertsey CHAMPs’ (Connected and Cooperative, Have an Open Mind, Aim High and Achieve, Motivated and Persevere).
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
Outcomes for most learners are equitable and excellent.
Most learners achieve at or above curriculum levels in reading, writing and mathematics; learners with additional needs are closely monitored to make sure that they are making sufficient progress.
Learners have a strong sense of belonging and are well supported through inclusive practices that effectively address learning and wellbeing needs.
A large majority of learners attend school regularly; the school has strategies in place to increase regular attendance and is actively working towards meeting the Ministry of Education’s national target.
Conditions to support learner success
Leaders effectively foster a culture of high-quality teaching and learning which improves outcomes for learners.
The board, leaders and teachers share a focus on learner wellbeing, progress and achievement; future goals are set, well-considered initiatives are resourced, and impact is monitored for ongoing improvement.
Leaders and teachers build collaborative relationships with educational providers that supports learners moving into, within and out of school and increases learning opportunities and success for all learners.
Professional learning for teachers is targeted to the school’s strategic goals and contributes to improved outcomes for learners.
The local curriculum increasingly reflects aspirations of the community, the local context and responds to learner needs.
Evidence-based programmes and effective teaching practices reduce barriers to learning and support curriculum access for all learners.
Teachers gather and use a useful range of assessment information to inform planning and to check how well they are meeting the needs of learners.
Teachers collaboratively plan and monitor the effectiveness of their teaching practices to improve the progress, achievement and wellbeing for all learners.
Effective systems and processes are used well to enact the school’s strategic direction and targets.
The board effectively represents, supports and partners with the school’s community to develop strategic improvement priorities.
Leaders and teachers effectively collaborate with whānau and families to support their child’s learning and wellbeing.
Teachers engage in professional learning to strengthen teaching and assessment practices, to link with the New Zealand Curriculum changes, and to improve teaching confidence and capability in all aspects of te ao Māori .
Learners’ physical and emotional wellbeing is supported through an inclusive environment; this has a positive impact on developing respectful relationships between learners, teachers and support staff.
Part B: Where to next?
The agreed next steps for the school are to:
continue to develop the school’s local curriculum that links with the New Zealand Curriculum changes and has full coverage of all curriculum areas
further improve the school transition processes, (when learners are moving into, within and out of school), through sharing information with whānau , teachers within school and other schools and developing a transition policy
strengthen school-wide assessment practices that link with the New Zealand Curriculum requirements to further improve and sustain progress and achievement for all learners
lift regular attendance rates.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
refine school-wide curriculum planning for all areas of learning to strengthen curriculum coverage and support teaching and learning.
Every six months:
review attendance strategies in place through regular communication with teachers, whānau and outside agencies
continue targeted professional learning to strengthen teaching, learning and assessment practices
gather and analyse learner and whānau feedback and identify needs to be addressed when learners are transitioning into, within and out of the school to inform policies and procedures.
Annually:
evaluate the impact of attendance strategies by gathering data and feedback from learners and whānau
refine school-wide assessment to make sure practices are consistent with the New Zealand Curriculum changes
implement a curriculum plan in all learning areas to further improve and sustain progress and achievement for learners
strengthen transition procedures for learners moving into, within and from the school to promote greater wellbeing for learners.
Actions taken against these next steps are expected to result in:
increased regular attendance meeting the Ministry of Education’s national target
strengthened assessment for learning practices that identify learner needs, inform teacher planning, improved progress and achievement for all learners
full curriculum coverage that ensures relevant learning opportunities for all learners and builds on their reading, writing and mathematics knowledge and skills
learners’ wellbeing enhanced through well supported procedures when moving into, within and from the school.
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
26 September 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).