Clyde School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 173
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 25 Blyth Street, Clyde
- Territorial authority
- Central Otago District
- Phone
- 03-4492761
- office@clyde.school.nz
- Website
- http://www.clyde.school.nz
- Directions
- Get directions
Other schools nearby: schools in Otago
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
Clyde School implemented a compulsory uniform in 2009 after consultation with parents and students.
- Required
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/3725
The enrolment form can be completed online [via this link](https://enrolments.linc-ed.com/apply/NZ/3725)
- https://enrolments.linc-ed.com/apply/NZ/3725
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
- Our C.A.R.E. values are our taha wairua – our school’s inner spirit. They give us meaning and motivation and help to shape the culture of our school.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 144
- Māori
- 24
- Pacific
- 1
- Asian
- 4
- MELAA
- 11
- 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 | 1 | 0 | 0 | 1 | 0 | 14 | 0 | 15 |
| Year 02 | 3 | 0 | 0 | 2 | 0 | 19 | 0 | 22 |
| Year 03 | 6 | 0 | 0 | 1 | 0 | 17 | 0 | 20 |
| Year 04 | 2 | 0 | 0 | 0 | 0 | 16 | 0 | 18 |
| Year 05 | 3 | 0 | 0 | 0 | 0 | 13 | 0 | 15 |
| Year 06 | 3 | 0 | 2 | 1 | 0 | 24 | 0 | 28 |
| Year 07 | 6 | 0 | 0 | 3 | 0 | 21 | 0 | 28 |
| Year 08 | 1 | 0 | 1 | 2 | 0 | 16 | 0 | 20 |
| Total | 25 | 0 | 3 | 10 | 0 | 140 | 0 | 166 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 0 | 1 | 0 | 12 | 0 | 13 |
| Age 06 | 3 | 0 | 0 | 2 | 0 | 18 | 0 | 21 |
| Age 07 | 6 | 0 | 0 | 0 | 0 | 20 | 0 | 22 |
| Age 08 | 2 | 0 | 0 | 1 | 0 | 17 | 0 | 20 |
| Age 09 | 3 | 0 | 0 | 0 | 0 | 12 | 0 | 14 |
| Age 10 | 3 | 0 | 1 | 1 | 0 | 24 | 0 | 27 |
| Age 11 | 4 | 0 | 1 | 3 | 0 | 16 | 0 | 22 |
| Age 12 | 3 | 0 | 1 | 2 | 0 | 19 | 0 | 25 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 25 | 0 | 3 | 10 | 0 | 140 | 0 | 166 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
17.3%
| Clyde School | 17.3% |
|---|---|
| Otago Region | 36.8% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 34.8% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 21.1% |
| Total | 17.3% |
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%
| Clyde School | 0% |
|---|---|
| Otago Region | 4.6% |
| 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%
| Clyde School | 0% |
|---|---|
| Otago Region | 2% |
| 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)
- 420
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 31 August 1863
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
- 13 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (16 June 2023)
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 16 June 2023 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.
What this report states about the school
As stated in ERO’s report of 13 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 13 May 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.
About the School
Clyde School provides education for learners in Years 1 to 8. The school’s roll is 164. The majority of learners identify as New Zealand European/ Pākehā , and 15% identify as Māori . The school’s vision is ‘ akoranga mo ake ake : learning for life’.
Progress since 16 June 2023 ERO report
ERO and the school worked together to evaluate the extent of the school’s progress towards developing a culturally responsive learning community, where te reo Māori and tikanga Māori are valued, practised and celebrated. The school expected to see te reo Māori and tikanga Māori become a natural part of what is seen and heard in all areas of the school, with enhanced meaningful partnerships and connections with whānau , iwi and the local community.
Learners experience a rich and responsive school curriculum focused on drawing from local contexts through support and guidance from local kaumatua . The creation of a school waiata and haka is strengthening learner engagement in learning and their sense of belonging. Teachers’ confidence and competence in understanding and using te reo and tikanga Māori within their learning programmes has increased. Continuing to embed culturally responsive practices throughout teaching and learning programmes is a strategic priority of the school.
How well placed is the school to promote educational success and wellbeing?
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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading Most 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 becoming more equitable for all groups of learners.
Attendance
The school is behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
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
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 making progress towards meeting Government reading, writing and mathematics targets and/or pānui , tuhituhi and pāngarau targets and is likely to meet them by 2030.
Part B: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Learners achieve best in reading and mathematics; school leaders have identified that there is a need to continue to accelerate progress for some priority learners, particularly boys in writing.
Learners experience a strong sense of belonging through positive relationships with staff; individual learner needs are carefully considered with specific and targeted support.
Learners benefit from a rich curriculum that provides meaningful learning opportunities that integrate the local context and community to make learning relevant.
School leaders set high expectations for teaching and learning and provide a clear vision and strategic plan for school improvement.
Leaders apply their skills and expertise to develop cohesive processes and approaches across the school, enhancing teacher capacity and shared understandings.
Leaders and teachers closely track and monitor learners progress throughout the year; this strengthens the collective ownership of success and informs professional learning and development.
Structured mathematics and literacy programmes are well-embedded at all levels of the school and there are ongoing opportunities for professional learning to extend teachers’ knowledge and capability.
Key priorities and actions for improvement
The agreed next steps for the school are to:
evaluate and review the impact strategies and responsive teaching and learning initiatives have on enhancing progress, achievement and equity in outcomes for every learner
extend knowledge and understanding of the changes to the national curriculum to ensure consistent practices are embedded across the school
engage with whānau to formalise planning that improves rates of regular attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
evaluate and enhance attendance strategies in collaboration with the school’s community to improve regular attendance rates
Every six months:
analyse achievement information for trends and patterns across groups of learners and modify teaching strategies that continue to meet the needs of learners
monitor and review ongoing changes to the curriculum to inform teaching and learning practice
monitor the implementation of the school’s attendance plan and refine strategies to improve regular attendance
Annually:
evaluate and report on the impact of strategic priorities on schoolwide improvement and use this information to inform annual planning, goals and targets
review and strengthen the board’s processes for scrutinising engagement, wellbeing, progress and achievement information to inform schoolwide improvement.
Actions taken against these next steps are expected to result in:
increased levels of progress, achievement and equity of outcomes for all learners
robust evaluation processes and well-analysed information that further supports decision making for continuous improvement
improved and sustained high levels of regular attendance .
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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 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 Director of Schools (Acting)
13 May 2025
Education Counts
This 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).