Fairlie School
Contributing · State
- Year levels
- 1–6
- Total roll
- 137
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 21 School Road, Fairlie
- Territorial authority
- Mackenzie District
- Phone
- 03-6858504
- office@fairlie.school.nz
- Website
- http://www.fairlie.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
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
All students at Fairlie Primary School are required to wear the school uniform.
- Required
- Where to buy the uniform
- http://www.mainlanduniforms.co.nz
Our school uniform can be ordered online from [www.mainlanduniforms.co.nz](http://www.mainlanduniforms.co.nz) and is delivered to your home.
- http://www.mainlanduniforms.co.nz
- Getting there
- Seven school buses, run by Bus Controller Mrs. Michelle Moore from Mackenzie College; free for all pupils living further than 3.2 km from the school (4.8 km from age 11)
School Bus Services The Bus Controller, Mrs. Michelle Moore from Mackenzie College, is responsible for the day to day running of the seven school buses. Please contact her at Mackenzie College 03 685 8603 to enrol your child for the bus or if you have any questions or concerns about the buses. For day to day changes please let the office know by 2.45pm, via text or phone if your child is on or off the bus. A School Bus Service is provided free for all pupils who live within our Transport Eligibility Zone, further than 3.2 km from the school. This increases to 4.8 km when the child turns 11.
- Seven school buses, run by Bus Controller Mrs. Michelle Moore from Mackenzie College; free for all pupils living further than 3.2 km from the school (4.8 km from age 11)
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 126
- Māori
- 17
- Pacific
- 2
- Asian
- 8
- MELAA
- 0
- 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 | 4 | 1 | 3 | 0 | 0 | 29 | 0 | 32 |
| Year 02 | 6 | 1 | 1 | 0 | 1 | 21 | 0 | 22 |
| Year 03 | 4 | 0 | 2 | 0 | 0 | 16 | 0 | 19 |
| Year 04 | 4 | 0 | 1 | 0 | 0 | 21 | 0 | 22 |
| Year 05 | 3 | 0 | 1 | 0 | 0 | 22 | 0 | 23 |
| Year 06 | 4 | 0 | 0 | 0 | 0 | 13 | 0 | 14 |
| Year 07 | 2 | 1 | 0 | 1 | 0 | 7 | 0 | 9 |
| Total | 27 | 3 | 8 | 1 | 1 | 129 | 0 | 141 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 1 | 3 | 0 | 0 | 29 | 0 | 31 |
| Age 06 | 6 | 1 | 0 | 0 | 1 | 19 | 0 | 21 |
| Age 07 | 5 | 0 | 3 | 0 | 0 | 18 | 0 | 21 |
| Age 08 | 4 | 0 | 1 | 0 | 0 | 21 | 0 | 22 |
| Age 09 | 3 | 0 | 1 | 0 | 0 | 21 | 0 | 22 |
| Age 10 | 3 | 0 | 0 | 0 | 0 | 11 | 0 | 12 |
| Age 11 | 3 | 1 | 0 | 1 | 0 | 10 | 0 | 12 |
| Total | 27 | 3 | 8 | 1 | 1 | 129 | 0 | 141 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Fairlie 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%
| Fairlie 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%
| Fairlie 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)
- 437
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 5 October 1879
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
- 17 October 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (17 October 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 17 October 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.
What ERO wrote in its latest report
This is ERO’s report of 17 October 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
Fairlie School is located in Fairlie in the MacKenzie district. It provides education for students in Years 1 to 6.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the previous ERO report of July 2022, the school has evaluated the extent to which the local curriculum contributes to positive outcomes for students in achievement and wellbeing.
Expected Improvements and Findings
The school expected to see:
Ongoing monitoring and evaluation of achievement, valued outcomes, and other indicator data to show improved outcomes for all students.
Student achievement in reading, writing and mathematics has improved, and students report that they are happy and supported at school.
Strengthened assessment, moderation and reporting practices to monitor student achievement.
The school has strengthened standardised school wide assessment practice and is developing progressions that inform next steps for learning.
A local curriculum that provides a coordinated approach to teaching and learning, incorporates the changes in the national curriculum and reflects the local context.
Teaching programmes provide well-paced learning opportunities, reflective of local contexts, and support for learners to experience success across the curriculum.
Other Findings
During the course of the evaluation, it was found that the greatest shift that occurred in response to the school’s action was improvement in student achievement in literacy and numeracy.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Most students make sustained progress and achieve at the appropriate curriculum level.
Almost all students are achieving at or above the expected curriculum level in mathematics.
Most students are achieving at or above the expected curriculum level in reading and writing; the school has yet to address disparity for boys in literacy.
The majority of students attend school regularly; the school has identified this is a focus for further improvement.
The school provides an inclusive learning environment that promotes resilience and effectively meets the diverse needs of students.
Conditions to support learner success
Leadership increasingly fosters a culture committed to quality teaching and equity and excellence in learner outcomes.
Leaders prioritise school improvement, progress and achievement; information is increasingly used to target areas for teacher professional learning and development.
Targeted and data-informed professional development builds teacher capability and consistency of teaching practice; writing has been identified as the next area of focus for professional development.
The curriculum increasingly reflects local contexts in ways that students can see themselves, their identity and culture.
Local history and contexts are increasingly incorporated in the local curriculum.
Te ao Māori, tikanga Māori , and mātauranga Māori are beginning to be included in all aspects of the school’s curriculum.
Student voice is gathered and informs strategic planning and supports the development of responsive teaching programmes.
Organisational conditions are coherent and drive strategic improvement.
The systematic collection and management of data is used to evaluate the impact of teaching strategies and programmes on student success and to identify further areas for improvement.
The school has an effective behaviour management system that is responsive to data and student need.
The school is establishing positive partnerships with whānau and iwi , to support what Māori whānau want for their children.
Part C: Where to next?
The agreed next steps for the school are to:
embed best practice for literacy and mathematics programmes that foster explicit teaching and improve student achievement and equity in writing across the school
improve school attendance
strengthen the consistency of assessment practices, moderation, and use of progressions to inform teaching practice and next steps for learning.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
strengthen moderation of student work and monitor student progress in writing
engage in appropriate professional development for school wide assessment and writing best practices.
Annually:
analyse and report student progress, achievement and engagement data, and the perspectives of whānau and students to identify further areas for improvement
evaluate the effectiveness of changes in the teaching of literacy and mathematics to inform further improvement steps
continue to engage in professional development to support teacher capabilities in literacy and mathematics.
Actions taken against these next steps are expected to result in:
continued improvement in student achievement in reading, writing and mathematics and reduced disparity for boys
improved rates of student attendance
strengthened teacher capability and confidence in teaching writing to improve student outcomes
consistent teaching and assessment approaches across the school with common language and expectations.
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
17 October 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).