Dorie School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 62
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 103 Dorie School Road, Chertsey, Ashburton
- Territorial authority
- Ashburton District
- Phone
- 03-3020862
- office@dorie.school.nz
- Website
- http://www.dorie.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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 35
- Māori
- 0
- Pacific
- 3
- Asian
- 25
- 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 | 0 | 0 | 1 | 0 | 0 | 6 | 0 | 7 |
| Year 02 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 2 |
| Year 03 | 0 | 0 | 2 | 0 | 1 | 6 | 0 | 9 |
| Year 04 | 0 | 0 | 3 | 0 | 0 | 5 | 0 | 8 |
| Year 05 | 0 | 1 | 3 | 1 | 0 | 5 | 0 | 10 |
| Year 06 | 1 | 0 | 6 | 0 | 0 | 4 | 0 | 11 |
| Year 07 | 0 | 0 | 2 | 0 | 0 | 2 | 0 | 4 |
| Year 08 | 1 | 0 | 6 | 0 | 1 | 5 | 0 | 13 |
| Total | 2 | 1 | 24 | 1 | 2 | 34 | 0 | 64 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 1 | 0 | 0 | 6 | 0 | 7 |
| Age 06 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 07 | 0 | 0 | 2 | 0 | 1 | 6 | 0 | 9 |
| Age 08 | 0 | 0 | 3 | 0 | 0 | 5 | 0 | 8 |
| Age 09 | 0 | 1 | 3 | 1 | 0 | 5 | 0 | 10 |
| Age 10 | 1 | 0 | 5 | 0 | 0 | 4 | 0 | 10 |
| Age 11 | 0 | 0 | 4 | 0 | 0 | 1 | 0 | 5 |
| Age 12 | 1 | 0 | 5 | 0 | 1 | 5 | 0 | 12 |
| Age 13 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 2 |
| Total | 2 | 1 | 24 | 1 | 2 | 34 | 0 | 64 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Dorie 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%
| Dorie 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%
| Dorie 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)
- 414
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 20 February 1888
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
- 5 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (5 November 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 5 November 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 has identified the following areas of non-compliance during the board assurance process:
The school needs to check a primary identity document and a secondary identity document, required for safety checking of workforce [Children’s Act 2014].
Obtaining a Police vetting for non-teachers before employment begins and every three years as part of safety checking of workforce [Section 104, Schedule 4 Education and Training Act 2020, Children’s Act 2014].
The board has since addressed 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 62 — 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.
March 2019
73
Counted while ERO’s review team was at the school. Education Review Office, report of 6 June 2019
May 2015
63
Counted while ERO’s review team was at the school. Education Review Office, report of 11 June 2015
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 5 November 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
Dorie School is located in rural Mid-Canterbury and provides education for learners in Years 1 to 8. The school’s DORIE values are Determination, Open-mindedness, Respect, Integrity and Empathy; the school’s vison - Pathways to Excellence .
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 students are increasingly improving.
A large majority of students achieve at or above curriculum level in reading and mathematics; outcomes are increasingly equitable for most students.
A majority of students achieve at or above in writing; this area is an identified priority, particularly for those whose first language is not English.
A majority of students attend school regularly; the school is not yet meeting the Ministry of Education’s national target and has strategies in place to improve attendance.
Conditions to support learner success
Leaders work well collaboratively with teachers to foster and embed a culture of high-quality teaching and learning to improve outcomes for learners.
Leaders share their expectations with teachers and parents for high-quality teaching to further improve outcomes for all students.
Targeted professional learning is linked clearly to strategic goals and targets to strengthen teaching practice.
Leaders and teachers work collaboratively with Kāhui Ako, educational and learning support providers to strengthen teaching practice and improve students’ progress and achievement in reading, writing and mathematics.
Teachers increasingly use explicit instruction and evidence-based strategies to respond to the learning needs of students.
Use of relevant assessment information by teachers, to inform planning and instructional programmes and further improve outcomes for students occurs more consistently.
Teachers structure learning well and use their knowledge of the students and their prior knowledge, to inform next learning steps for students.
Students with additional learning needs are well supported with targeted programmes to increase their engagement and progress.
Well aligned systems and processes, linked to the school’s strategic direction and improvement priorities, further improve outcomes for students.
The board and all staff provide more opportunities and support for whānau and the wider community to engage in the life of the school and support access to learning for all students.
The board and leaders effectively plan for, monitor and target resourcing, that links to the school’s strategic goals and professional learning for teachers that strengthens teaching practice and improves outcomes for students.
Leaders and teachers create inclusive environments that reflect the DORIE values, increasing a sense of belonging and wellbeing for students.
Part B: Where to next?
The agreed next steps for the school are to:
further improve student outcomes in reading, writing and mathematics for all students, including for those whose first language is not English
build teacher practice in Te ao Māori and continue to engage in regular connections with whānau to further support students’ learning and wellbeing
continue to nurture and strengthen students’ understanding and knowledge of their own and others’ identities and cultures
closely monitor strategies in place to increase regular attendance to meet the Ministry of Education’s national target.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
engage in professional learning to record and effectively analyse assessment information for future strategic planning and reporting to improve outcomes for students in reading, writing and mathematics
develop a school-wide action plan for increasing teacher capability, confidence and commitment to Te ao Māori
engage in professional learning to strengthen teacher practice to meet the needs of students whose first language is not English
embed and track attendance strategies and analyse the impact on attendance trends
Every six months:
monitor, analyse and evaluate progress and achievement in reading, writing and mathematics and respond to emerging trends
review assessment practices to strengthen consistency of use across the school to improve outcomes for students
leaders and teachers review and refine structured literacy practices in the junior school to identify what is working
engage in professional learning to strengthen teacher practice to meet the needs of students whose first language is not English
Annually:
evaluate the impact of school-wide assessment practices on student outcomes in reading, writing and mathematics
evaluate and report the impact of reading, writing and mathematics initiatives on student progress and achievement, including for students whose first language is not English, to inform future planning
review and refine the action plan for increasing teacher capability in Te ao Māori
review the impact of strategies in place to increase regular attendance.
Actions taken against these next steps are expected to result in:
improved progress, achievement and equitable outcomes in reading, writing and mathematics
increased integration of Te ao Māori into teaching practice to support and enhance students’ learning
teachers demonstrating greater confidence when planning for, and working effectively with, students whose first language is not English
increased levels of regular attendance.
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
5 November 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).