Christchurch East School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 294
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 311 Gloucester Street, Christchurch Central, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3662440
- admin@chcheast.school.nz
- Directions
- Get directions
Other schools nearby: schools in Christchurch · 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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 98
- Māori
- 37
- Pacific
- 33
- Asian
- 125
- MELAA
- 25
- Other
- 7
- 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 | 2 | 5 | 24 | 5 | 0 | 9 | 0 | 41 |
| Year 02 | 9 | 9 | 20 | 3 | 0 | 15 | 0 | 46 |
| Year 03 | 5 | 4 | 24 | 2 | 0 | 22 | 0 | 49 |
| Year 04 | 6 | 7 | 21 | 3 | 0 | 17 | 0 | 44 |
| Year 05 | 8 | 7 | 21 | 3 | 1 | 11 | 0 | 44 |
| Year 06 | 1 | 2 | 21 | 2 | 0 | 8 | 0 | 30 |
| Year 07 | 4 | 6 | 15 | 1 | 0 | 12 | 0 | 33 |
| Year 08 | 4 | 4 | 16 | 2 | 0 | 13 | 0 | 34 |
| Total | 39 | 44 | 162 | 21 | 1 | 107 | 0 | 321 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 2 | 18 | 5 | 0 | 8 | 0 | 32 |
| Age 06 | 9 | 9 | 19 | 1 | 0 | 11 | 0 | 38 |
| Age 07 | 5 | 7 | 22 | 4 | 0 | 21 | 0 | 51 |
| Age 08 | 5 | 4 | 25 | 3 | 0 | 19 | 0 | 49 |
| Age 09 | 9 | 9 | 25 | 3 | 1 | 14 | 0 | 51 |
| Age 10 | 1 | 3 | 21 | 2 | 0 | 9 | 0 | 32 |
| Age 11 | 3 | 5 | 12 | 1 | 0 | 8 | 0 | 25 |
| Age 12 | 4 | 4 | 16 | 2 | 0 | 14 | 0 | 37 |
| Age 13 | 1 | 1 | 4 | 0 | 0 | 3 | 0 | 6 |
| Total | 39 | 44 | 162 | 21 | 1 | 107 | 0 | 321 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
35.6%
| Christchurch East School | 35.6% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 10.2% |
|---|---|
| Male | 60.9% |
| Māori | 35% |
| Pacific | 33.2% |
| Asian | 12.6% |
| Other | 0% |
| European/Pākehā | 52.7% |
| Total | 35.6% |
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
7.6%
| Christchurch East School | 7.6% |
|---|---|
| Canterbury Region | 3.7% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 15.1% |
|---|---|
| Male | 0% |
| Māori | 50.7% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 19.4% |
| Total | 7.6% |
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
7.8%
| Christchurch East School | 7.8% |
|---|---|
| Canterbury Region | 1.7% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 15.6% |
|---|---|
| Male | 0% |
| Māori | 52.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 20.1% |
| Total | 7.8% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 454
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1873
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
- 6 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (6 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 6 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 and the board have identified the following areas of non-compliance during the board assurance process:
ensured that the annual report is available to the public on an internet site maintained by the school [Section 136, Education and Training Act 2020]
ensured that its strategic plan and annual implementation plan are available to the public on an internet site maintained by or on behalf of the Board [Section 146, Education Act and Training Act 2020]
evidence of referee checks and of sighting original primary and secondary identity documents as part of safety checking of workforce [Sections 25 to 27, Children’s Act 2014; Regulations 5 - 8, Children’s (Requirements for Safety Checks of Children’s Workers) Regulations 2015]
evacuation Plan submitted and six monthly drills reported to Fire and Emergency New Zealand [Fire Safety, Evacuation Procedures, and Evacuation Schemes Regulations 2018]
physical restraint training for teachers and authorised staff completed before 7 February 2024 [Sections 99 to 101, Education and Training Act 202; Rule 12, Education (Physical Restraint) Rules 2023] .
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 294 — 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.
June 2019
305
Counted while ERO’s review team was at the school. Education Review Office, report of 14 August 2019
November 2015
260
Counted while ERO’s review team was at the school. Education Review Office, report of 14 January 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 6 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
Christchurch East School is located in central Christchurch and provides education for learners in Years 1 to 8. The school’s vision is to ‘nurture minds, build character and create communities’. The school provides technology education for other local schools. Over recent years the school has experienced changes in the leadership team and significant roll growth, including a number of students with English as their second language.
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 achieving equitable and excellent outcomes for all learners.
The majority of students are achieving at expected curriculum levels in reading, writing and mathematics.
Some groups of students are not achieving as well as others; Māori students are not achieving as well non- Māori in reading and mathematics, and boys are not achieving as well as girls in reading and writing.
Less than half the students are attending school regularly; the school is yet to meet the Ministry of Education regular attendance target.
Conditions to support learner success
Leaders are establishing relational trust and collaboration to achieve the strategic vision and improvement goals.
Leaders have implemented effective systems to identify, monitor and oversee support for learners with different needs.
Leaders are taking steps to ensure provision of consistent school wide support for English language learners.
Leaders have developed clear, shared team expectations and practices to support teachers’ consistent practices for learning, assessment and behaviour management within their teams.
Leaders and teachers are working towards using evidence-based practices to support learners.
Teachers use structured literacy approaches to support reading and writing progress and achievement; these are not yet consistent and coherent across the school.
Programme planning and collaborative teaching is increasingly responding to learner's strengths, needs and interests, and is extending the range of meaningful learning opportunities.
Teachers develop mutually respectful relationships with learners; this supports engagement, wellbeing and achievement.
School conditions that underpin success are establishing.
Local community partnerships strengthen learning opportunities that engage learners.
Leaders and teachers increasingly identify, draw on, and work with community resources including support agencies, to improve learner wellbeing.
Leaders and teachers are beginning to facilitate regular parent engagement and their participation in the life of the school.
The board adequately monitors learner achievement information and asks useful questions that increasingly inform improvement priorities and resourcing decisions.
Part B: Where to next?
The agreed next steps for the school are to:
continue professional learning in structured literacy so that all teachers have a shared understanding of high quality practice to develop coherence and consistency across the school
develop and implement a plan to improve attendance, and include this within strategic planning
evaluate the recently implemented English for Speakers of Other Languages (ESOL) programme and monitor its effectiveness for English language learning
intentionally respond to student engagement, wellbeing and learning data to support improved learner outcomes.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
identify target learners and plan specific actions to accelerate their achievement
gather and analyse student attendance, engagement and wellbeing information to inform planning
engage with parents and whānau to gather their ideas to develop a plan to improve attendance
develop school-wide expectations for assessment and teaching practices for reading, writing and mathematics to ensure coherence and consistency across the school to support learner outcomes
Every six months:
undertake planned observations of teaching practices for reading, writing and mathematics to ensure coherence and consistency across the school to support learner outcome
continue to analyse and report to the board on the progress and achievement of all students, including target learners, in reading, writing and mathematics
report to the board on the progress of English language learners and the effectiveness of the support provided to them
review the effectiveness of strategies to improve regular attendance
Annually:
analyse, evaluate and report to the board on the progress and achievement of all students in reading, writing and mathematics to inform planning
evaluate the impact of actions take to accelerate the achievement of target learners
evaluate the English language learning programme and monitor its effectiveness for learners to inform programme refinement
gather, analyse and respond to student engagement, wellbeing, attendance and learning information.
Actions taken against these next steps are expected to result in:
improved learner outcomes with reduced disparity between groups of learners
implementation of school-wide learning progressions, assessments and expectations in reading, writing and mathematics and consistent, coherent teaching for all learners
more learners attending school regularly.
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
6 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).