Hedgehope School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 55
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 2250 Winton-Hedgehope Highway, Hedgehope, Invercargill
- Territorial authority
- Southland District
- Phone
- 03-230 6106
- office@hedgehope.school.nz
- Directions
- Get directions
Other schools nearby: schools in Southland
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.
- School day ends
- 3:00pm
3:00pm - School finishes
- 3:00pm
- Getting there
- The school bus service is operated by Go Bus Ltd
The school bus service is operated by Go Bus Ltd. Our present driver is Sarah.
- The school bus service is operated by Go Bus Ltd
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 41
- Māori
- 8
- Pacific
- 0
- Asian
- 13
- 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 01 | 3 | 0 | 1 | 0 | 0 | 9 | 0 | 11 |
| Year 02 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Year 03 | 0 | 0 | 1 | 0 | 0 | 5 | 0 | 6 |
| Year 04 | 0 | 0 | 2 | 0 | 0 | 8 | 0 | 10 |
| Year 05 | 2 | 0 | 1 | 0 | 0 | 5 | 0 | 6 |
| Year 06 | 2 | 0 | 1 | 0 | 0 | 5 | 0 | 8 |
| Year 07 | 1 | 0 | 1 | 0 | 0 | 6 | 0 | 7 |
| Year 08 | 1 | 0 | 1 | 0 | 0 | 3 | 0 | 5 |
| Total | 9 | 0 | 8 | 0 | 0 | 46 | 0 | 58 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 0 | 1 | 0 | 0 | 10 | 0 | 12 |
| Age 06 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Age 07 | 0 | 0 | 1 | 0 | 0 | 4 | 0 | 5 |
| Age 08 | 0 | 0 | 2 | 0 | 0 | 9 | 0 | 11 |
| Age 09 | 2 | 0 | 1 | 0 | 0 | 5 | 0 | 6 |
| Age 10 | 3 | 0 | 1 | 0 | 0 | 6 | 0 | 9 |
| Age 11 | 0 | 0 | 1 | 0 | 0 | 3 | 0 | 4 |
| Age 12 | 1 | 0 | 1 | 0 | 0 | 4 | 0 | 6 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 9 | 0 | 8 | 0 | 0 | 46 | 0 | 58 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
273%
| Hedgehope School | 273% |
|---|---|
| Southland Region | 61.8% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 858.8% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 457.2% |
| Total | 273% |
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%
| Hedgehope School | 0% |
|---|---|
| Southland Region | 6.3% |
| 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%
| Hedgehope School | 0% |
|---|---|
| Southland Region | 2.8% |
| 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)
- 440
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1878
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
- 9 December 2022
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (9 December 2022)
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 9 December 2022 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 55 — 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 2019
27
Counted while ERO’s review team was at the school. Education Review Office, report of 6 May 2019
September 2015
27
Counted while ERO’s review team was at the school. Education Review Office, report of 27 October 2015
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 9 December 2022 — “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 6 months of the Education Review Office and Hedgehope 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
Hedgehope School is situated in rural Central Southland, an equal distance from Invercargill, Gore and Winton. The school provides education for students in Years 1 -8. Their mission statement is ‘to inspire students to be curious, to discover, explore and actively engage in their dynamic learning community.’
Hedgehope School’s strategic priorities for improving outcomes for learners are:
inspiring students to discover, explore and engage in their individual learning path with excitement
supporting students to engage and aspire for their own learning, social and mental wellbeing
enhancing positive behaviours for all learners
embracing cultural diversity and the unique position of Māori culture.
You can find a copy of the school’s strategic and annual plan on Hedgehope School’s website.
ERO and the school are working together to evaluate how effectively the school curriculum strengthens student agency and fosters learner outcomes that are both excellent and equitable.
The rationale for selecting this evaluation is:
the school has developed a matrix of inquiry learning progressions and wishes to evaluate its impact for learners
the school has engaged with PLD providers to strengthen student agency in recent years.
The school expects to see students developing a vocabulary and a deepening awareness of their own personal learning journey, in order to identify and articulate their current achievement levels and make deliberate informed choices about their next learning steps.
Strengths
The school can draw from the following strengths to support the school in its goal to strengthen student agency and foster learner outcomes that are both excellent and equitable:
a well-considered matrix of inquiry learning progressions to guide teachers and students
teachers have positive relationships with students and are responsive to their learning needs
high levels of community engagement and support foster learning focused relationships.
Where to next?
Moving forward, the school will prioritise:
upskilling teachers in the ‘You Plan It’ (YPI) platform to provide learners with increasing opportunity to choose personalized learning pathways, co-construct success criteria and peer and self-assess
gathering information about students’ capabilities against the matrix of inquiry learning progressions to provide baseline data for future evaluation and to further strengthen outcomes for students.
Dr Lesley Patterson Director Review and Improvement Services (Southern) Southern Region | Te Tai Tini
9 December 2022
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).