Fairfield School (Dunedin)
Full Primary · State
- Year levels
- 1–8
- Total roll
- 497
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 10 Sickels Street, Fairfield, Dunedin
- Territorial authority
- Dunedin City
- Phone
- 03-488 2040
- office@fairfield.school.nz
- Directions
- Get directions
Other schools nearby: schools in Dunedin · 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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 430
- Māori
- 64
- Pacific
- 26
- Asian
- 36
- MELAA
- 17
- 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 | 8 | 3 | 5 | 1 | 0 | 50 | 0 | 56 |
| Year 02 | 8 | 1 | 3 | 1 | 0 | 54 | 0 | 59 |
| Year 03 | 10 | 2 | 3 | 3 | 0 | 65 | 0 | 71 |
| Year 04 | 7 | 3 | 4 | 0 | 0 | 55 | 0 | 60 |
| Year 05 | 8 | 3 | 7 | 4 | 0 | 56 | 0 | 67 |
| Year 06 | 7 | 3 | 5 | 1 | 1 | 50 | 0 | 56 |
| Year 07 | 13 | 3 | 6 | 1 | 1 | 55 | 0 | 69 |
| Year 08 | 13 | 1 | 5 | 0 | 0 | 50 | 0 | 58 |
| Total | 74 | 19 | 38 | 11 | 2 | 435 | 0 | 496 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 8 | 3 | 5 | 1 | 0 | 48 | 0 | 54 |
| Age 06 | 8 | 1 | 3 | 1 | 0 | 56 | 0 | 61 |
| Age 07 | 10 | 2 | 3 | 3 | 0 | 65 | 0 | 71 |
| Age 08 | 7 | 3 | 3 | 0 | 0 | 53 | 0 | 58 |
| Age 09 | 8 | 3 | 8 | 4 | 0 | 57 | 0 | 68 |
| Age 10 | 6 | 3 | 5 | 1 | 1 | 51 | 0 | 57 |
| Age 11 | 10 | 3 | 4 | 1 | 0 | 42 | 0 | 53 |
| Age 12 | 13 | 1 | 5 | 0 | 1 | 50 | 0 | 58 |
| Age 13 | 4 | 0 | 2 | 0 | 0 | 13 | 0 | 16 |
| Total | 74 | 19 | 38 | 11 | 2 | 435 | 0 | 496 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
9.8%
| Fairfield School (Dunedin) | 9.8% |
|---|---|
| Otago Region | 36.8% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 18.1% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 11.2% |
| Total | 9.8% |
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%
| Fairfield School (Dunedin) | 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%
| Fairfield School (Dunedin) | 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
- Major urban area
- Date opened
- 25 January 1872
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 May 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (5 May 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 5 May 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 497 — 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.
September 2019
461
Counted while ERO’s review team was at the school. Education Review Office, report of 1 November 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 5 May 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 12 months of the Education Review Office and Fairfield School (Dunedin) 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
Fairfield School is a full primary school located between Mosgiel and Dunedin City. ‘Independence through Responsibility’ is encompassed within a curriculum aligned with the values of Responsibility, Respect and Resilience.
Fairfield School (Dunedin)’s strategic priorities for improving outcomes for learners are to:
promote the wellbeing of all students and staff across the school
change teaching practice to raise student achievement in spelling, reading and writing
develop a culturally appropriate and responsive context for teaching and learning.
You can find a copy of the school’s strategic and annual plan on Fairfield School (Dunedin)’s website.
ERO and the school are working together to evaluate the effectiveness of structured literacy teaching practice on learner progress and outcomes.
The rationale for selecting this evaluation is to ascertain whether the school’s professional learning and development pathway has increased outcomes in spelling, reading and writing achievement for ākonga .
The school expects to see:
review and assessment of implemented structured literacy practices with ongoing monitoring that will lead to a responsive and sustainable model
a programme that enables all ākonga access to the curriculum through strong foundational literacy skills and knowledge
increased engagement, progress, and achievement for ākonga .
Strengths
The school can draw from the following strengths to support the school in its goal to monitor the success of the structured literacy programme:
a collaborative teaching staff that have high expectations of equitable student achievement
a strong community-school partnership that supports learning and wellbeing
a strong approach to literacy teaching that is being applied in a consistent way schoolwide
comprehensive training that is happening for all staff, including learning assistants, with regular professional development in staff and team meetings
structured literacy programme implementation that aligns with the school’s strategic direction and priorities .
Where to next?
Moving forward, the school will prioritise:
consistent assessment and data gathering to monitor and evaluate its ongoing success with the developmentally appropriate literacy programme
ensuring a sustainable model for ongoing support for identified groups of students not making expected progress.
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 May 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 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).