Fairton School
Contributing · State
- Year levels
- 1–6
- Total roll
- 31
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 14 Fairfield Road, Fairton, Ashburton
- Territorial authority
- Ashburton District
- Phone
- 03-3089205
- office@fairton.school.nz
- Website
- http://www.fairton.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.
- Term dates
- Term 1, 2026: Monday 9 February - Thursday 2 April
Monday 9 February - Thursday 2 April
Year stated asTerm Dates 2026
- Term 2, 2026: Monday 20 April - Friday 3 July
Monday 20 April - Friday 3 July
Year stated asTerm Dates 2026
- Term 3, 2026: Monday 20 July - Friday 25 Sep
Monday 20 July - Friday 25 Sep
Year stated asTerm Dates 2026
- Term 4, 2026: Monday 12 October - Friday 18 Dec
Monday 12 October - Friday 18 Dec
Year stated asTerm Dates 2026
- Term 1, 2026: Monday 9 February - Thursday 2 April
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
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.
- In their words
- At Fairton School we believe that the development of a child’s character is just as important as their learning across curriculum subjects. To reinforce this our school has four key values.
- Respect for our school, others and ourselves.
- Responsibility for doing the right thing.
- Doing our best in every situation.
- Resilience and perseverance. Not giving up.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 31
- Māori
- 7
- Pacific
- 0
- Asian
- 0
- MELAA
- 2
- 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 | 2 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Year 02 | 2 | 0 | 0 | 1 | 0 | 8 | 0 | 8 |
| Year 03 | 1 | 0 | 0 | 1 | 0 | 4 | 0 | 4 |
| Year 04 | 2 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Year 05 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Year 06 | 3 | 0 | 1 | 0 | 0 | 10 | 0 | 10 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 12 | 0 | 1 | 2 | 0 | 37 | 0 | 37 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Age 06 | 3 | 0 | 0 | 1 | 0 | 9 | 0 | 9 |
| Age 07 | 1 | 0 | 0 | 1 | 0 | 4 | 0 | 4 |
| Age 08 | 2 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Age 09 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Age 10 | 3 | 0 | 1 | 0 | 0 | 10 | 0 | 10 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 12 | 0 | 1 | 2 | 0 | 37 | 0 | 37 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Fairton 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 | Not available (source marker: "nd") |
| 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%
| Fairton 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 | Not available (source marker: "nd") |
| 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%
| Fairton 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 | Not available (source marker: "nd") |
| 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)
- 460
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 25 January 1901
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
- 27 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (27 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 board assurance report of 27 November 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 31 — 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 2017
35
Counted while ERO’s review team was at the school. Education Review Office, report of 19 December 2017
August 2014
33
Counted while ERO’s review team was at the school. Education Review Office, report of 11 September 2014
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 27 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
Fairton School is situated a short distance from Ashburton in Mid-Canterbury and provides education for learners in Years 1 to 6. Fairton School aims for each learner to achieve their personal best while demonstrating the school values of Pride , Integrity , Excellence and Strength.
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.
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
Most learners are engaged and make good progress with increasing equity between groups of learners.
Most learners are achieving at or above expected curriculum levels in reading, writing and mathematics.
Learners are well supported by teachers and make appropriate progress.
Māori learners’ achievement is equitable with their peers.
Most learners attend school regularly, meeting the Ministry of Education targets for attendance.
Conditions to support learner success
Collaborative leadership fosters a culture committed to quality teaching, and equity and excellence in learner outcomes.
Leaders facilitate professional learning for teachers that increasingly targets and supports improved outcomes for all learners.
Leaders and teachers are beginning to use multiple sources of evidence to monitor learner progress and respond appropriately to improve outcomes for each learner.
The principal is strengthening relational trust and effective collaboration across the school community to achieve the strategic vision and improvement goals.
Teachers provide productive classroom environments which maximise learning time to improve engagement for all learners.
Learners' engagement is strengthened by clear routines and expectations.
Teachers are increasingly using evidence-based practices to better respond to the needs of all learners.
Professional learning is strengthening teacher’s assessment and teaching practices to more effectively monitor improvement of learner’s progress over time.
The school is embedding conditions to improve and sustain learner outcomes.
Principal and teachers are building a shared understanding of the role of evaluation for improvement.
Teachers are supported to analyse and discuss learner’s data to better understand each learner’s progress.
Teachers are engaging in professional learning to support learners to set their own goals around learning and decision making.
Learner feedback is listened to and acted on, contributing to a positive and inclusive school environment.
Part B: Where to next?
strengthen teachers’ assessment practices across literacy and mathematics teaching and learning contexts to further improve outcomes for all learners
support learners to understand what they are learning and how to set next step goals to make progress
align professional learning opportunities to respond to individual learner’s needs
establish a planned strategic approach for school improvement which is informed by internal evaluation evidence.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
provide opportunities for learners to have ownership of their learning by collaborating with learners to set their next step goals
teachers share examples of learners’ progress to demonstrate the effects of targeted collaborative goal setting practice on outcomes for learners
Every six months:
examine learners' work, discuss progress, and align assessments to ensure assessment judgements are agreed and at appropriate levels
review the assessment programme and literacy and mathematics outcomes to ensure they provide accurate and timely information about learner progress
analyse whole school student data to look for trends and gaps
continue to monitor learners' attendance to sustain current levels of engagement
Annually:
analyse achievement and engagement data to inform planning and resourcing
evaluate the impact of teacher professional learning on learner progress and achievement
strengthen partnerships between teachers, parents and whānau to contribute to learning outcomes.
Actions taken against these next steps are expected to result in:
improved learner engagement and achievement in literacy and mathematics
increased teacher capabilities to use assessment effectively to monitor and improve outcomes for all learners and to provide learners and their whānau a better understanding of progress and next steps
stronger partnerships about learning between the school and the community
further improved and sustained learner engagement and 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
27 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).