Clarkville Te Kura ki Waimātao
Full Primary · State
- Year levels
- 1–8
- Total roll
- 198
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 10 Heywards Road, Clarkville, Kaiapoi
- Territorial authority
- Waimakariri District
- Phone
- 03-3278218
- admin@clarkville.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.
- Uniform
- Required
Our school procedure details a compulsory school uniform, which is practical, economical and attractive so that pupils will be encouraged to wear their school colours with pride.
- Required
- Where to buy the uniform
- https://alymaclean.azurewebsites.net/clarkville
Uniforms are supplied by ALY MCLEAN APPAREL [https://alymaclean.azurewebsites.net/clarkville](https://alymaclean.azurewebsites.net/clarkville)
- https://alymaclean.azurewebsites.net/clarkville
- How to enrol
- https://docs.google.com/forms/d/e/1FAIpQLSd_PrP-OPWVQZAn0orizpliTNd0tTII4W18ZQ5rOVt8uy9PBg/viewform?usp=sf_link
please complete an expression of interest online by [clicking here](https://docs.google.com/forms/d/e/1FAIpQLSd_PrP-OPWVQZAn0orizpliTNd0tTII4W18ZQ5rOVt8uy9PBg/viewform?usp=sf_link).
- https://docs.google.com/forms/d/e/1FAIpQLSd_PrP-OPWVQZAn0orizpliTNd0tTII4W18ZQ5rOVt8uy9PBg/viewform?usp=sf_link
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 170
- Māori
- 29
- Pacific
- 5
- Asian
- 11
- MELAA
- 6
- 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 | 3 | 0 | 1 | 0 | 0 | 22 | 0 | 23 |
| Year 02 | 3 | 0 | 5 | 1 | 0 | 18 | 0 | 24 |
| Year 03 | 3 | 1 | 3 | 0 | 0 | 26 | 0 | 28 |
| Year 04 | 3 | 1 | 1 | 2 | 0 | 19 | 0 | 22 |
| Year 05 | 2 | 1 | 1 | 0 | 0 | 19 | 0 | 20 |
| Year 06 | 3 | 0 | 1 | 1 | 0 | 23 | 0 | 25 |
| Year 07 | 3 | 0 | 2 | 0 | 0 | 26 | 0 | 27 |
| Year 08 | 0 | 3 | 4 | 1 | 0 | 17 | 0 | 22 |
| Total | 20 | 6 | 18 | 5 | 0 | 170 | 0 | 191 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 0 | 1 | 0 | 0 | 21 | 0 | 22 |
| Age 06 | 3 | 0 | 5 | 1 | 0 | 19 | 0 | 25 |
| Age 07 | 3 | 1 | 3 | 0 | 0 | 25 | 0 | 27 |
| Age 08 | 2 | 1 | 1 | 2 | 0 | 20 | 0 | 22 |
| Age 09 | 3 | 1 | 0 | 0 | 0 | 19 | 0 | 20 |
| Age 10 | 2 | 0 | 2 | 1 | 0 | 21 | 0 | 24 |
| Age 11 | 4 | 0 | 2 | 0 | 0 | 24 | 0 | 25 |
| Age 12 | 0 | 3 | 4 | 1 | 0 | 18 | 0 | 23 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Total | 20 | 6 | 18 | 5 | 0 | 170 | 0 | 191 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
8.3%
| Clarkville Te Kura ki Waimātao | 8.3% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 13.6% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 9.7% |
| Total | 8.3% |
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%
| Clarkville Te Kura ki Waimātao | 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 | 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%
| Clarkville Te Kura ki Waimātao | 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)
- 429
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1874
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
- 2
- Last reviewed
- 8 October 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 8 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
a stable roll of approximately 192 across Years 1 to 8
- Years 1 to 8
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 198 — 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 2018
216
Counted while ERO’s review team was at the school. Education Review Office, report of 24 January 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 8 October 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School 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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the School
Clarkville Te Kura ki Waimātao is in Kaiapoi , in Canterbury’s Waimakariri District. The school has a stable roll of approximately 192 across Years 1 to 8. Most of the learners identify as New Zealand European/ Pākehā , 11% identify as Māori and smaller numbers of students from other ethnic groups.
A new principal has led the school since 2022. The vision, ‘ Choose to be more / Whiriwhiria kia eke panuku ’, aims to grow learners as ‘ Agents of Change ’, ‘ Experts at Discovery ’, with ‘ Positive Relationships ’, and ‘ Boldly Me ’ as benchmarks for success.
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics.
How well does the school curriculum respond to all learners needs? Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals.
How well does school planning and conditions support ongoing improvement? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.
How well does the school include all learners and promote their engagement and wellbeing? The school successfully promotes learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.
Student Health and Safety The school board is taking reasonable steps to ensure student health and safety.
Achievement in Years 0 to 8
This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of the New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%
Reading A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The large majority of learners attend school regularly.
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how well the school supports all learners to make sufficient progress.
The school is developing good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is meeting Government mathematics targets set for 2030.
The school is making progress towards meeting Government reading and writing targets for 2030 and agrees this will need to be a key strategic priority.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of strength
Learners express a strong sense of belonging and pride in their school. They engage enthusiastically in a wide range of opportunities and develop supportive relationships with both peers and staff.
Teachers know learners well, providing a responsive curriculum and learning opportunities that engage their interests.
Learners have strong leadership opportunities and contribute their ideas positively to further enhance the school environment, resources and curriculum.
Staff well together to plan for and build on learners’ prior knowledge with structured teaching approaches for reading, writing and mathematics; classrooms are settled, purposeful learning environments.
Learners with additional needs are well-supported through personalised planning and established partnerships with whānau , families, iwi , professional agencies and education networks.
Leaders are reflective, and improvement focused, building on current research to create evidence-based curriculum developments.
Well-considered systems and structures foster teachers’ collaborative practice that builds further consistency and a shared understanding of effective teaching.
Staff and School Board are focused on nurturing learner success with a collective commitment to a culture of ongoing improvement in learning and wellbeing outcomes.
Key priorities
Use detailed learner data to identify groups most in need of support and apply these insights to inform specific annual planning goals and targets.
Improve equity of achievement for groups learners in reading and writing.
Establish regular observations of teaching practice as a consistent aspect of professional growth.
Monitor and review the impact of new teaching approaches on the outcomes of target learners.
Review and improve how the school curriculum reflects the cultures and languages of the increasingly diverse community.
Further improve regular attendance.
Actions to bring about improvement
Every six months:
teachers work together to review data and student feedback and adjust teaching practice as needed, especially for students who need extra help
leaders observe teaching practices, provide feedback and identify opportunities for continued improvement, with a focus on the engagement and progress for boys’ literacy
leaders and the School Board further strengthen engagement with the community, seeking feedback and participation in the decision making for the school curriculum and programmes
Annually:
leaders and teachers review and align their professional learning goals with areas identified through learner achievement data and feedback
leaders and teacher plan for ongoing professional development to increase their knowledge of responsive practices to sustain improvement
the School Board and leaders review student attendance and achievement information, identify areas for further improvement, plan next steps and share with the school community.
Expected outcomes
Increased numbers of learners achieving at curriculum expectations in reading and writing, prioritising improved equity of outcomes for boys.
Strengthened use of data for evidence-informed internal evaluation and strategic decision-making.
Refined leadership of enhanced staff capability-building practices.
Increased regular attendance that meets the Government’s target.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements.
Board Assurance with Regulatory and Legislative Requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
The next public report on ERO’s website will be a School Report and is due within four 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 Director of Schools
8 October 2025
Read the full report on ero.govt.nz →
All 2 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).