Diamond Harbour School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 110
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 13 Hunters Road, Diamond Harbour
- Territorial authority
- Christchurch City
- Phone
- 03-3294842
- office@diamondharbour.school.nz
- Directions
- Get directions
Other schools nearby: schools in Christchurch · 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.
- Term dates
- Term 1, 2026: Wednesday 4 February to Thursday 2 April
Term 1: Wednesday 4 February to Thursday 2 April
Year stated as2026 Term Dates
- Term 2, 2026: Monday 20 April to Friday 3 July
Term 2: Monday 20 April to Friday 3 July
Year stated as2026 Term Dates
- Term 3, 2026: Monday 20 July to Friday 25 September
Term 3: Monday 20 July to Friday 25 September
Year stated as2026 Term Dates
- Term 4, 2026: Monday 12 October to Thursday 17 December
Term 4: Monday 12 October to Thursday 17 December
Year stated as2026 Term Dates
- Term 1, 2026: Wednesday 4 February to Thursday 2 April
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- choir
Diamond Harbour School has a range of music groups including choir, ukulele, percussion, recorder and junior and senior rock bands.
- ukulele
Diamond Harbour School has a range of music groups including choir, ukulele, percussion, recorder and junior and senior rock bands.
- percussion
Diamond Harbour School has a range of music groups including choir, ukulele, percussion, recorder and junior and senior rock bands.
- recorder
Diamond Harbour School has a range of music groups including choir, ukulele, percussion, recorder and junior and senior rock bands.
- junior and senior rock bands
Diamond Harbour School has a range of music groups including choir, ukulele, percussion, recorder and junior and senior rock bands.
- Code Club
Diamond Harbour School runs a Code Club which focuses on both coding and robotics.
- Music lessons
Music lessons are available at Diamond Harbour School on a range of instruments.
- Student Council
Each year a Student Council is formed to help foster leadership growth in our school.
- peer mediation programme
Diamond Harbour School has a peer mediation programme which provides additional leadership opportunities for students.
- Swimming Sports
Alongside this we have the annual events such as Swimming Sports and Athletics Day and the Food Fairy Fun Run which is our alternative to the Cross Country.
- Athletics Day
Alongside this we have the annual events such as Swimming Sports and Athletics Day and the Food Fairy Fun Run which is our alternative to the Cross Country.
- Food Fairy Fun Run
Alongside this we have the annual events such as Swimming Sports and Athletics Day and the Food Fairy Fun Run which is our alternative to the Cross Country.
- choir
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 107
- Māori
- 11
- Pacific
- 3
- Asian
- 0
- MELAA
- 1
- 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 | 2 | 0 | 0 | 0 | 1 | 11 | 0 | 12 |
| Year 02 | 2 | 1 | 0 | 0 | 0 | 16 | 0 | 17 |
| Year 03 | 4 | 1 | 0 | 0 | 1 | 18 | 0 | 20 |
| Year 04 | 1 | 1 | 0 | 0 | 0 | 12 | 0 | 12 |
| Year 05 | 4 | 1 | 0 | 0 | 1 | 21 | 0 | 22 |
| Year 06 | 0 | 0 | 1 | 0 | 0 | 11 | 0 | 11 |
| Year 07 | 3 | 0 | 0 | 0 | 1 | 10 | 0 | 12 |
| Year 08 | 4 | 1 | 0 | 0 | 0 | 9 | 0 | 10 |
| Total | 20 | 5 | 1 | 0 | 4 | 108 | 0 | 116 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 0 | 0 | 1 | 11 | 0 | 12 |
| Age 06 | 2 | 1 | 0 | 0 | 0 | 9 | 0 | 10 |
| Age 07 | 4 | 1 | 0 | 0 | 1 | 22 | 0 | 24 |
| Age 08 | 1 | 0 | 0 | 0 | 0 | 13 | 0 | 13 |
| Age 09 | 4 | 2 | 0 | 0 | 1 | 23 | 0 | 24 |
| Age 10 | 0 | 0 | 1 | 0 | 0 | 10 | 0 | 10 |
| Age 11 | 3 | 0 | 0 | 0 | 0 | 10 | 0 | 11 |
| Age 12 | 3 | 0 | 0 | 0 | 1 | 9 | 0 | 11 |
| Age 13 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 20 | 5 | 1 | 0 | 4 | 108 | 0 | 116 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Diamond Harbour 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 | 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%
| Diamond Harbour 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 | 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%
| Diamond Harbour 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 | 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)
- 412
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 5 February 1945
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
- 5 March 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (5 March 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 5 March 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 110 — 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.
August 2015
151
Counted while ERO’s review team was at the school. Education Review Office, report of 17 September 2015
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 5 March 2024 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within three years of the Education Review Office and Diamond Harbour School working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
Diamond Harbour is a coastal Christchurch primary school, catering for learners from Years 1-8. It has a vision of ‘Achievement for Life’, to empower all learners to fulfil their potential and contribute to the wellbeing of their communities and the planet. The school is a member of Te Mana Raupō Kāhui Āko .
Diamond Harbour School ’s strategic priorities for improving outcomes for learners are categorised under the headings of:
our people
our community
our place.
A copy of the school’s strategic and annual plan can be requested from Diamond Harbour School.
ERO and the school are working together to evaluate leadership of a culturally responsive structured literacy pathway from years 1 to 8, with learners at the centre.
The rationale for selecting this evaluation is:
data shows that the majority of learners achieve well in literacy, and the school would now like to strengthen outcomes for those who are at risk of not reaching their potential
to continue to build quality practice the junior school teachers’ have been developing a structured approach to literacy, this is having a positive impact on student achievement data
leaders would like to extend the structured approach across the school, including developing common practice guidelines and practices for a progressive teaching and learning pathway from Years 1 to 8.
The school expects to see:
equity in achievement and engagement for students previously underserved, and experiencing pride in their progress and achievements
deliberate leadership to support teachers to reflect on the effectiveness of teaching and the impact on student outcomes
consistent literacy teaching practices across the school, enabling smooth transitions as the students progress through the school
the community collaborating in and purposefully communicating about the learning .
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate the leadership of a culturally responsive structured literacy pathway from Years 1 to 8, with learners at the centre :
the integration of literacy learning through the school’s localised curriculum, provides meaningful and relevant experiences for learners
at the time of the review the board is collaborative and future-focused, and has been proactive in seeking training to further grow governance capability
the embedded Positive Behaviour for Learning (PB4L) programme supports the school to provide calm, settled environments that are conducive to learning.
Where to next?
Moving forward, the school will prioritise enhancing learner engagement, progress and achievement through:
using its evaluation plan to investigate current literacy teaching approaches, identify professional development needs and develop guidelines for quality teaching practices
implementing systematic leadership that purposefully grows, monitors and sustains teacher capability and consistency across the school
engaging purposefully with families to collaboratively grow the literacy focus, including making use of face-to-face and digital platforms for reciprocal communication.
ERO has concerns about
Over the last three years there has been a number of staff and community complaints and concerns, and turnover of personnel and board, that must be addressed with urgency to build relationships of trust and return stability to the school.
Recommendation
The school continues to focus on learner engagement, progress and achievement through enhancing leadership of teaching, building a collaborative culture and strengthening partnerships for learning.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director of Schools
5 March 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).