Duvauchelle School
Contributing · State
- Year levels
- 1–6
- Total roll
- 25
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- School Lane, Duvauchelle
- Territorial authority
- Christchurch City
- Phone
- 03-3045722
- office@duvauchelle.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
- 23
- Māori
- 3
- Pacific
- 0
- Asian
- 2
- MELAA
- 3
- 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 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Year 02 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 03 | 1 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Year 04 | 1 | 0 | 1 | 1 | 0 | 7 | 0 | 7 |
| Year 05 | 1 | 0 | 1 | 0 | 0 | 5 | 0 | 5 |
| Year 06 | 1 | 0 | 0 | 1 | 0 | 4 | 0 | 4 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Year 08 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 5 | 0 | 2 | 2 | 0 | 28 | 0 | 28 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Age 07 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Age 08 | 1 | 0 | 1 | 1 | 0 | 5 | 0 | 5 |
| Age 09 | 1 | 0 | 1 | 0 | 0 | 5 | 0 | 5 |
| Age 10 | 1 | 0 | 0 | 1 | 0 | 6 | 0 | 6 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Age 14 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 5 | 0 | 2 | 2 | 0 | 28 | 0 | 28 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Duvauchelle School | 0% |
|---|---|
| Canterbury Region | 38.3% |
| Contributing | 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%
| Duvauchelle School | 0% |
|---|---|
| Canterbury Region | 3.7% |
| Contributing | 3.5% |
| 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%
| Duvauchelle School | 0% |
|---|---|
| Canterbury Region | 1.7% |
| Contributing | 1.5% |
| 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
- Rural settlement
- Date opened
- 25 January 1871
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
- 25 July 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (25 July 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 25 July 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.
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 25 — 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 2019
58
Counted while ERO’s review team was at the school. Education Review Office, report of 10 March 2020
August 2015
34
Counted while ERO’s review team was at the school. Education Review Office, report of 14 October 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 25 July 2023 — “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 8 months of the Education Review Office and Duvauchelle 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
Duvauchelle School is a small, contributing primary school, located on Banks Peninsula, which provides education for students in years 1 to 6. The school’s vision is to be where tamariki grow to be AWESOME: Authentic, Welcoming, Excelling, Smiling, Outdoors, Motivated, and Engaged. An experienced principal joined the school in 2020.
Duvauchelle School’s strategic priorities for improving outcomes for learners are to:
have high aspirations for every learner | ākonga , and support these by partnering with their whānau and communities to design and deliver education that responds to their needs, and sustains their identities, languages and cultures
reduce barriers to education for all, including Māori and Pacific learners | ākonga , neurodiverse learners | ākonga and those with learning support needs
ensure every learner | ākonga gains sound foundation skills, including language, literacy, and numeracy.
You can find a copy of the school’s strategic and annual plan on Duvauchelle School’s website.
ERO and the school are working together to evaluate the impact of their refreshed, localised curriculum on improving student achievement, agency, and belonging.
The rationale for selecting this evaluation is:
the school has identified the need for students to deepen their connection to Banks Peninsula and Aotearoa histories to strengthen their senses of belonging, time, and place
learners represent a broad and diverse range of cultures and learning needs that could be better served by a refreshed, localised curriculum.
The school expects to see learners:
all making sufficient and expected progress across the curriculum
able to articulate what they are learning and why, their progress and next steps
demonstrating strong senses of belonging, of self, and the school motto of “being the best me”.
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate the impact of their refreshed, localised curriculum on improving student achievement, agency, and belonging.
A calm and respectful environment, inclusive for learners, which has a focus on every child being accepted for who they are.
Learning is child-centred with next steps informed by student voice as well as progress and achievement data.
Leaders and teachers use assessment tools and achievement information to identify, support, and monitor priority learners’ needs.
All three teachers work across all year levels in the school to strengthen their knowledge of each learner, build a culture of collaboration, and develop learning relationships with all learners.
Where to next?
Moving forward, the school will prioritise:
professional learning with local iwi and cluster schools which will deepen understanding of local history
collaboratively evaluating the existing curriculum plan to strengthen links to the Banks Peninsula area and histories
preparing and implementing the revised curriculum and evaluating its impact on learner achievement, agency, and belonging.
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
25 July 2023
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).