Gilberthorpe School
Contributing · State
- Year levels
- 1–6
- Total roll
- 234
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 221 Buchanan’s Road, Hei Hei, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3497363
- office@gilberthorpe.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
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.
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 the heart of our school is a culture built on care, positivity, and active engagement.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 104
- Māori
- 53
- Pacific
- 32
- Asian
- 84
- MELAA
- 9
- Other
- 5
- 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 | 13 | 6 | 11 | 1 | 2 | 18 | 0 | 40 |
| Year 02 | 11 | 6 | 16 | 2 | 1 | 15 | 0 | 40 |
| Year 03 | 10 | 5 | 15 | 1 | 1 | 23 | 0 | 46 |
| Year 04 | 8 | 4 | 11 | 3 | 1 | 20 | 0 | 37 |
| Year 05 | 6 | 1 | 8 | 1 | 1 | 17 | 0 | 28 |
| Year 06 | 5 | 7 | 8 | 0 | 0 | 18 | 0 | 30 |
| Year 07 | 0 | 0 | 3 | 1 | 0 | 3 | 0 | 7 |
| Total | 53 | 29 | 72 | 9 | 6 | 114 | 0 | 228 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 9 | 5 | 10 | 1 | 2 | 15 | 0 | 34 |
| Age 06 | 10 | 7 | 16 | 2 | 1 | 16 | 0 | 40 |
| Age 07 | 14 | 4 | 15 | 1 | 0 | 23 | 0 | 46 |
| Age 08 | 7 | 3 | 10 | 3 | 1 | 19 | 0 | 34 |
| Age 09 | 8 | 2 | 9 | 1 | 2 | 20 | 0 | 35 |
| Age 10 | 5 | 8 | 9 | 0 | 0 | 17 | 0 | 31 |
| Age 11 | 0 | 0 | 3 | 1 | 0 | 4 | 0 | 8 |
| Total | 53 | 29 | 72 | 9 | 6 | 114 | 0 | 228 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
201.5%
| Gilberthorpe School | 201.5% |
|---|---|
| Canterbury Region | 38.3% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 77.8% |
|---|---|
| Male | 305.7% |
| Māori | 328.4% |
| Pacific | 85.3% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 366% |
| Total | 201.5% |
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%
| Gilberthorpe 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%
| Gilberthorpe 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)
- 475
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1957
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 June 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (27 June 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 27 June 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 234 — 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.
March 2017
158
Counted while ERO’s review team was at the school. Education Review Office, report of 22 June 2017
August 2013
117
Counted while ERO’s review team was at the school. Education Review Office, report of 5 September 2013
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 June 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 10 months of the Education Review Office and Gilberthorpe 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
Gilberthorpe School, Ara Tū Whakatā , is located in Christchurch. The school provides education for students in years 1 to 6. Their vision is ‘Pathways for Success’.
Gilberthorpe School’s strategic priorities for improving outcomes for learners prioritise:
ensuring a collaborative culture of learning and growing
valuing our place, our people, our community.
You can find a copy of the school’s strategic and annual plan on Gilberthorpe School’s website.
ERO and the school are working together to evaluate leadership of responsive teaching and learning practices, impacting on learner wellbeing and academic success for students from Years 1 to 6.
The rationale for selecting this evaluation is:
the school’s strategic planning objectives prioritise wellbeing and success
analysed school data shows scope for further enhancing student achievement across the school
targeted professional development supports enhanced teaching and learning practices, now ready to be embedded and sustained.
The school expects to see accelerated progress in core literacy and mathematics learning areas. Culturally responsive and relational practices will foster wellbeing, and be deliberately woven through localised curriculum, planning and teaching practices. Student voice and choice will be heightened. Leaders will review and document the school’s expectations for quality teaching and learning, and staff will consistently demonstrate these shared understandings in practice. Purposefully engaging with whānau and families in the evaluation for improvement journey will further support positive outcomes for all.
Strengths
The school can draw from the following strengths to support the school in its goal to further develop responsive teaching and learning practices:
a strong foundation of supportive relationships, embedded values and an ethic of care that foster an inclusive culture
dedicated, collaborative and reflective staff who embrace improvement-focused professional learning in order to enhance outcomes for learners
robust systems for identifying, prioritising, and monitoring students’ needs, underpinned by coherent support structures that scaffold learners impacted by behavioural, pastoral or academic challenges.
Where to next?
Moving forward, the school will prioritise:
investigating key evaluation questions to identify teaching and learning strengths and needs, informing annual planning and creating the basis of an evaluation for improvement plan
refining the school’s localised curriculum and quality practice guidelines, and using this to review and refine ways that hub leaders purposefully embed, sustain and monitor desired practices
continuing to strengthen data analysis by stating clear actions that align with strategic objectives, goals and plans.
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
27 June 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).