Glenavy School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 121
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 19 Ruane Street, Glenavy, Waimate
- Territorial authority
- Waimate District
- Phone
- 03-6893856
- office@glenavy.school.nz
- Website
- http://www.glenavy.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
The Glenavy school uniform is a compulsory part of our school.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 42
- Māori
- 13
- Pacific
- 5
- Asian
- 67
- MELAA
- 3
- 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 | 3 | 1 | 5 | 1 | 0 | 7 | 0 | 17 |
| Year 02 | 1 | 0 | 11 | 0 | 0 | 6 | 0 | 18 |
| Year 03 | 1 | 0 | 5 | 0 | 0 | 4 | 0 | 10 |
| Year 04 | 1 | 1 | 5 | 0 | 0 | 4 | 0 | 11 |
| Year 05 | 1 | 1 | 9 | 0 | 0 | 4 | 0 | 15 |
| Year 06 | 1 | 1 | 11 | 1 | 0 | 6 | 0 | 19 |
| Year 07 | 7 | 0 | 15 | 0 | 0 | 5 | 0 | 27 |
| Year 08 | 1 | 2 | 8 | 0 | 0 | 3 | 0 | 14 |
| Total | 16 | 6 | 69 | 2 | 0 | 39 | 0 | 131 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 1 | 4 | 1 | 0 | 6 | 0 | 15 |
| Age 06 | 1 | 0 | 11 | 0 | 0 | 7 | 0 | 19 |
| Age 07 | 1 | 0 | 6 | 0 | 0 | 4 | 0 | 11 |
| Age 08 | 1 | 1 | 5 | 0 | 0 | 4 | 0 | 11 |
| Age 09 | 1 | 1 | 9 | 0 | 0 | 4 | 0 | 15 |
| Age 10 | 1 | 1 | 11 | 1 | 0 | 6 | 0 | 19 |
| Age 11 | 6 | 0 | 10 | 0 | 0 | 3 | 0 | 19 |
| Age 12 | 1 | 1 | 11 | 0 | 0 | 3 | 0 | 16 |
| Age 13 | 1 | 1 | 2 | 0 | 0 | 2 | 0 | 6 |
| Total | 16 | 6 | 69 | 2 | 0 | 39 | 0 | 131 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Glenavy School | 0% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 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%
| Glenavy School | 0% |
|---|---|
| Canterbury Region | 3.7% |
| 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%
| Glenavy School | 0% |
|---|---|
| Canterbury Region | 1.7% |
| 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)
- 446
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 18 March 1889
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
- 4 July 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (4 July 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 4 July 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.
What ERO wrote in its latest report
This is ERO’s report of 4 July 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 six months of the Education Review Office and Glenavy 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
Glenavy School provides education for students from Years 1 to 8 in a rural area in South Canterbury. The recent rapid roll growth is linked to the local farming industry. This includes a high number of students with English as a second language and a significant number of students moving in and out of the area from year to year. The current school vision is to educate and equip rural students with skills and values to confidently build their own ‘bridge of success’ from the present to their future.
Glenavy School’s strategic priorities for improving outcomes for learners are to:
ensure a consistent language of learning and an assessment tool are used across the school
further develop and enhance strong and positive learning relationships with the community
improve transitions for students into, through and beyond the school
strengthen teachers’ knowledge of how best to equip all students to succeed in their learning in New Zealand.
You can find a copy of the school’s strategic and annual plan on Glenavy School’s website.
ERO and the school are working together to evaluate how well a structured literacy approach is supporting positive outcomes for English Language Learners over time.
The rationale for selecting this evaluation is:
there are many learners arriving at school with little to no English language
the school needs to be sure that the approach is having the desired effect on English Language Learners in particular
the school needs to know the specific aspects of the approach that are most effective in supporting these learners.
The school expects to see all students:
improving their communication skills with an increasing understanding of the English language
meeting or exceeding the school’s expectations in literacy achievement and progress
having sufficient literacy skills to successfully support learning in the wider curriculum.
Strengths
The school can draw from the following strengths to support it in its goal to evaluate how well the structured literacy approach is supporting positive outcomes for English Language Learners over time.
Warm, caring relationships between all members of the school community support students in their learning.
Teachers and teacher aides have strong cultural knowledge and practices in teaching English Language Learners so that students experience success in their learning journey.
There are useful systems in place for tracking and monitoring students’ progress and achievement.
Assessment information is used well to inform teaching and learning practices so that students are learning at their point of challenge.
The principal’s and teachers’ evaluation skills which enable the best practices to be used to support all learners to succeed.
Where to next?
Moving forward, the school will prioritise:
staff engaging in ongoing professional learning and development in teaching English Language Learners
ongoing professional learning and development for teachers and teacher aides in delivering the ‘Structured Literacy’ programme
supporting parents to understand and reinforce their child’s learning at home
continued implementation of robust assessment and evaluation of the impact of ‘Structured Literacy’ on English Language Learners
continued professional learning and development in the use of a learning progressions assessment tool.
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
4 July 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).