Hanmer Springs School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 97
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 8 Cheltenham Street, Hanmer Springs
- Territorial authority
- Hurunui District
- Phone
- 03-3157208
- admin@hanmersprings.school.nz
- Directions
- Get directions
Other schools nearby: schools in Canterbury
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.
- Getting there
- School bus run owned by Go Bus (driver Emily, 021 950616); children must live more than 3.2kms from the nearest state school to use the service
The school bus run is owned by Go Bus. The driver is Emily 021 950616. To be able to use the School Bus service, children must live more than 3.2kms from the nearest state School.
- School bus run owned by Go Bus (driver Emily, 021 950616); children must live more than 3.2kms from the nearest state school to use the service
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/3368
Click here to enrol your child: https://enrolments.linc-ed.com/apply/NZ/3368
- https://enrolments.linc-ed.com/apply/NZ/3368
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 76
- Māori
- 8
- Pacific
- 0
- Asian
- 22
- MELAA
- 5
- Other
- 1
- 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 | 1 | 0 | 5 | 0 | 0 | 11 | 0 | 16 |
| Year 02 | 1 | 0 | 2 | 0 | 0 | 8 | 0 | 9 |
| Year 03 | 1 | 0 | 3 | 0 | 0 | 8 | 0 | 10 |
| Year 04 | 2 | 0 | 3 | 1 | 0 | 18 | 0 | 19 |
| Year 05 | 2 | 0 | 1 | 0 | 0 | 3 | 0 | 6 |
| Year 06 | 1 | 0 | 2 | 0 | 0 | 14 | 0 | 15 |
| Year 07 | 2 | 0 | 1 | 2 | 0 | 7 | 0 | 9 |
| Year 08 | 1 | 0 | 1 | 1 | 0 | 6 | 0 | 7 |
| Total | 11 | 0 | 18 | 4 | 0 | 75 | 0 | 91 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 5 | 0 | 0 | 11 | 0 | 16 |
| Age 06 | 1 | 0 | 2 | 0 | 0 | 8 | 0 | 9 |
| Age 07 | 1 | 0 | 3 | 0 | 0 | 8 | 0 | 10 |
| Age 08 | 2 | 0 | 3 | 1 | 0 | 18 | 0 | 19 |
| Age 09 | 2 | 0 | 1 | 0 | 0 | 3 | 0 | 6 |
| Age 10 | 1 | 0 | 1 | 0 | 0 | 13 | 0 | 13 |
| Age 11 | 2 | 0 | 2 | 2 | 0 | 8 | 0 | 11 |
| Age 12 | 1 | 0 | 1 | 0 | 0 | 5 | 0 | 6 |
| Age 13 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 1 |
| Total | 11 | 0 | 18 | 4 | 0 | 75 | 0 | 91 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Hanmer Springs 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 | 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%
| Hanmer Springs 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 | 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%
| Hanmer Springs 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 | 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)
- 426
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 31 August 1886
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 97 — 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.
December 2017
105
Counted while ERO’s review team was at the school. Education Review Office, report of 16 February 2018
August 2014
100
Counted while ERO’s review team was at the school. Education Review Office, report of 15 October 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 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 two years of the Education Review Office and Hanmer Springs 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
Hanmer Springs is a rural school that caters for students in years 0 to 8 from Hanmer Springs township and the surrounding Hurunui district. The school promotes the values of Empathy, Resilience, Respect, Excellence and Integrity. Students come from a diverse range ethnicities and nationalities across the small school roll of 100.
Hanmer Springs School’s strategic priorities for improving outcomes for learners are:
Purpose - embracing core skills and raising achievement in literacy and numeracy; transparent and differentiated learning for every child; and improved communication between and within the school community.
People - improving school culture and well being; forming smooth transitions to and from school acknowledging cultural diversity; and further enhancing parents’ involvement in children’s learning
Place - further developing the local curriculum; and developing future focused classrooms and playground environments.
You can find a copy of the school’s strategic and annual plan on Hanmer Springs School’s website.
ERO and the school are working together to evaluate the effectiveness of raising achievement in literacy and numeracy through enhancing teaching and learning programmes.
The rationale for selecting this evaluation is:
this is a strategic goal with intentional planned actions in place to bring about improvements in achievement across the school
the outcome of the evaluation will set students up for success and allow them to access the curriculum in all learning areas.
The school expects to see:
improved student achievement with individuals reaching their full potential
robust assessment practices used consistently schoolwide
highly collaborative, responsive and sustainable teaching practices and learning programmes.
Strengths
The school can draw from the following strengths to support the school in its goal to raise achievement in literacy and numeracy through teaching and learning programmes.
Educationally powerful connections throughout the community, local schools, preschools and whānau support that enhances learning opportunities for all students.
Senior leaders and a stable experienced teaching team are skilled at providing leadership in curriculum, effective teaching and behaviour management strategies.
Tuakana teina relationships across the school that provide wellbeing and learning opportunities.
Strategic planning that provides clear direction for achievement, learning programmes and school wide systems.
The school uses the rich alpine and forest surroundings to support their localised curriculum, both in and out of the classroom to extend rich opportunities for learning.
Where to next?
Moving forward, the school will prioritise:
developing with all stakeholders a new strategic plan to guide the school from 2023 to 2025
continuing to focus on raising achievement in numeracy and literacy
embedding the school values and behaviour management plan to continue to build on the positive school culture
continuing to honour Te Tiriti by improving bicultural practices across the school.
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).