Fox Glacier School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 5
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Cook Flat Road, Fox Glacier
- Territorial authority
- Westland District
- Phone
- 027-4607081
- principal@foxglacier.school.nz
- Directions
- Get directions
Other schools nearby: schools in West Coast
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, 2025: Monday February 2 to Friday April 2
Term 1 Monday February 2 to Friday April 2
Year stated asTerm Dates for 2025
- Term 2, 2025: April 20 to July 3
Term 2 April 20 to July 3
Year stated asTerm Dates for 2025
- Term 3, 2025: July 20 to September 25
Term 3 July 20 to September 25
Year stated asTerm Dates for 2025
- Term 4, 2025: October 12 to December 15
Term 4 October 12 to December 15
Year stated asTerm Dates for 2025
- Term 1, 2025: Monday February 2 to Friday April 2
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 4
- Māori
- 1
- Pacific
- 0
- Asian
- 0
- 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 02 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 03 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 05 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 06 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 3 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 08 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 2 |
| Total | 2 | 1 | 2 | 0 | 0 | 4 | 0 | 9 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 06 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 07 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 08 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 10 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 3 |
| Age 11 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 12 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 2 |
| Total | 2 | 1 | 2 | 0 | 0 | 4 | 0 | 9 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Fox Glacier School | 0% |
|---|---|
| West Coast Region | 76.2% |
| Full Primary | 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 | Not available (source marker: "nd") |
| 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%
| Fox Glacier School | 0% |
|---|---|
| West Coast Region | 4.5% |
| Full Primary | 3.9% |
| 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 | Not available (source marker: "nd") |
| 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%
| Fox Glacier School | 0% |
|---|---|
| West Coast Region | 2% |
| Full Primary | 1.7% |
| 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 | Not available (source marker: "nd") |
| 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)
- 470
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 24 February 1929
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
- 21 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (14 March 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 14 March 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 this report states about the school
As stated in ERO’s report of 21 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
providing education for learners from years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 21 May 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School 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.
About the School
Fox Glacier School is a rural school providing education for learners from years 1 to 8. Its current roll is 8, with 40% Māori , 20% Asian and 40% European/ Pākehā learners. The school’s vision is “ inspiring curious minds”.
Progress since the March 2024 ERO report
The school and ERO worked together to evaluate how well learners were progressing and achieving in literacy, with particular emphasis on priority learners.
The school expected to see:
programmes that inspired engagement, enjoyment and success
increasing independence and confidence in literacy learning
effective monitoring and mentoring to track and support progress, particularly for priority learners
improved student achievement in literacy, including accelerated progress for identified priority learners.
During the course of the evaluation, t eachers effectively monitored students’ progress in literacy and mathematics, including those identified as needing to make accelerated progress. They regularly collected a range of achievement information that informed their planning and teaching.
Children were engaged in literacy and mathematics learning, participating in active and independent learning activities. They benefitted from individualised learning programmes as well as small groupings for literacy and mathematics learning, enabling them to move flexibly between groups and levels depending on need and next learning steps. Learners identified as needing to accelerate their progress in literacy and mathematics made some improvements towards expected levels of achievement.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics.
How well does the school curriculum respond to all learners needs? Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals.
How well does school planning and conditions support ongoing improvement? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.
How well does the school include all learners and promote their engagement and wellbeing? The school successfully promotes learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.
Student Health and Safety The school board is taking reasonable steps to ensure student health and safety.
Achievement in Years 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Assessment
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school has good quality planning to increase the rate of progress for all groups of students.
The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
Part B: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Teachers’ learning design and planning prioritises the needs and interests of learners.
Learners benefit from flexible learning arrangements in small groups or as individuals to meet their learning needs.
Leadership builds educationally focused partnerships with the school community, which are informed by and benefit from supportive relationships with learners and their whānau .
The principal consults widely with learners, whānau , staff and board to determine how to live out its values and vision.
Key priorities and actions for improvement
The agreed next steps for the school are to:
continue to implement Te Mataiaho | The New Zealand Curriculum to support improvement in literacy and mathematics
further embed recommended assessment practices to inform teaching and learning which improve learner progress
continue to improve regular attendance for all learners to meet Government targets.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
continue to review the effectiveness of curriculum delivery and modify planning to support improvement in literacy and mathematics learning outcomes
continue to review assessment practices to identify strengths and areas for improvement
further strengthen strategies in partnership with the school community to encourage and sustain regular attendance
Every six months:
evaluate the impact of assessment practices and curriculum delivery on improving student learning outcomes
evaluate the impact of strategies used to improve regular attendance rates and use this information to identify next steps to increase regular rates of attendance
Annually:
continue to report to the board on the impact of assessment practices and curriculum delivery on student progress and achievement, as well as the effectiveness of strategies used to improve regular attendance rates; use the trends identified to inform ongoing strategic decision making and annual planning.
Actions taken against these next steps are expected to result in:
further improvements in progress and achievement outcomes for all learners as a result of high quality curriculum delivery and assessment practices
more learners achieving at or above expected curriculum levels in reading, writing and mathematics
improved rates of regular attendance for all learners.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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
Sharon Kelly Director of Schools (Acting)
21 May 2025
Education Counts
This 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).