Heriot School
Contributing · State
- Year levels
- 1–6
- Total roll
- 64
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 181 Roxburgh Street, Heriot, Tapanui
- Territorial authority
- Clutha District
- Phone
- 03-2042007
- office@heriot.school.nz
- Website
- http://www.heriot.school.nz/
- Directions
- Get directions
Other schools nearby: schools in Otago
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 is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- swimming
Throughout the school year our children have opportunities to participate in many sporting experiences including swimming, triathlons, cross country, miniball, hockey, netball, touch tournaments, golf, and athletics.
- triathlons
Throughout the school year our children have opportunities to participate in many sporting experiences including swimming, triathlons, cross country, miniball, hockey, netball, touch tournaments, golf, and athletics.
- cross country
Throughout the school year our children have opportunities to participate in many sporting experiences including swimming, triathlons, cross country, miniball, hockey, netball, touch tournaments, golf, and athletics.
- miniball
Throughout the school year our children have opportunities to participate in many sporting experiences including swimming, triathlons, cross country, miniball, hockey, netball, touch tournaments, golf, and athletics.
- hockey
Throughout the school year our children have opportunities to participate in many sporting experiences including swimming, triathlons, cross country, miniball, hockey, netball, touch tournaments, golf, and athletics.
- netball
Throughout the school year our children have opportunities to participate in many sporting experiences including swimming, triathlons, cross country, miniball, hockey, netball, touch tournaments, golf, and athletics.
- touch tournaments
Throughout the school year our children have opportunities to participate in many sporting experiences including swimming, triathlons, cross country, miniball, hockey, netball, touch tournaments, golf, and athletics.
- golf
Throughout the school year our children have opportunities to participate in many sporting experiences including swimming, triathlons, cross country, miniball, hockey, netball, touch tournaments, golf, and athletics.
- athletics
Throughout the school year our children have opportunities to participate in many sporting experiences including swimming, triathlons, cross country, miniball, hockey, netball, touch tournaments, golf, and athletics.
- swimming
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 62
- Māori
- 7
- Pacific
- 0
- Asian
- 1
- MELAA
- 1
- 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 | 4 | 0 | 0 | 0 | 0 | 11 | 0 | 12 |
| Year 02 | 1 | 0 | 0 | 0 | 0 | 12 | 0 | 12 |
| Year 03 | 2 | 0 | 0 | 0 | 0 | 11 | 0 | 11 |
| Year 04 | 1 | 0 | 0 | 0 | 0 | 7 | 0 | 7 |
| Year 05 | 1 | 0 | 0 | 0 | 1 | 12 | 0 | 12 |
| Year 06 | 1 | 0 | 1 | 0 | 0 | 10 | 0 | 11 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Total | 10 | 0 | 1 | 0 | 1 | 68 | 0 | 70 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 0 | 0 | 0 | 0 | 12 | 0 | 13 |
| Age 06 | 1 | 0 | 0 | 0 | 0 | 10 | 0 | 10 |
| Age 07 | 2 | 0 | 0 | 0 | 0 | 11 | 0 | 11 |
| Age 08 | 1 | 0 | 0 | 0 | 0 | 8 | 0 | 8 |
| Age 09 | 1 | 0 | 0 | 0 | 1 | 12 | 0 | 12 |
| Age 10 | 1 | 0 | 1 | 0 | 0 | 10 | 0 | 11 |
| Age 11 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Total | 10 | 0 | 1 | 0 | 1 | 68 | 0 | 70 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
121.6%
| Heriot School | 121.6% |
|---|---|
| Otago Region | 36.8% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 213.4% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 129.6% |
| Total | 121.6% |
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%
| Heriot School | 0% |
|---|---|
| Otago Region | 4.6% |
| Contributing | 3.5% |
| 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%
| Heriot School | 0% |
|---|---|
| Otago Region | 2% |
| Contributing | 1.5% |
| 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)
- 441
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 28 January 1879
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
- 6 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (6 December 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 6 December 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.
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 64 — 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.
February 2017
43
Counted while ERO’s review team was at the school. Education Review Office, report of 21 April 2017
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 6 December 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
Heriot School is a contributing primary school catering for students in Years 1 to 6. It is located in the heart of rural West Otago. Its vision is ‘Nurturing the Heart of the Community’ and its values are ‘Honesty, Excellence and Respect’.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the previous ERO report in October 2022, ERO and the school have worked together to evaluate the development of a vision and values that contribute to equity and excellence in student outcomes.
Expected Improvements and Findings
The school expected to see:
Students, staff and the community taking ownership and responsibility for increased learning progress.
Increasing rates of progress for reading, writing and mathematics are evident for students at risk of underachieving.
Leaders and teachers have identified that the increase in community engagement has further strengthened children’s engagement in learning.
Strong community support for the refreshed Heriot School’s vision and values has been clearly communicated through consultation and engagement.
A stronger local curriculum for improving outcomes for all learners.
The design of a collectively owned, localised curriculum has acknowledged the changes over time for the community and the environment.
Students understand themselves as learners and can confidently set goals to promote their ongoing progress and achievement.
Other Findings
The greatest shift that occurred in response to the school’s action was a strengthening of school and community partnerships leading to more successful outcomes for all learners.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for most learners are increasingly equitable and excellent.
Most learners meet curriculum level expectations for reading and writing, and a large majority of learners in mathematics.
Achievement has continued to improve over time for all groups of learners; continuing to work towards equity of outcomes for boys in reading and writing is a priority.
Learners are highly engaged and experiencing success as a result of the effective identifying, close monitoring and specific addressing of their wellbeing and learning needs.
Attendance information shows the school is not yet meeting the Ministry of Education’s target; staff and trustees are ensuring that close monitoring and support is provided to improve attendance rates of students.
Conditions to support learner success
School leadership works collaboratively and strategically to effectively improve and sustain learners’ progress and achievement.
Leadership prioritises having a culture of productive relationships for consistency in high quality teaching and ongoing assessment practices so learners experience success.
Leadership regularly consults with the community to inform the strategic direction of the school and seeks deliberate feedback on curriculum developments and initiatives.
Leaders ensure alignment between the needs of learners, teachers’ professional learning goals and the provision of professional learning development.
Teachers use responsive strategies that provide learners with purposeful and innovative learning opportunities.
Leaders and teachers design and implement a cohesive local curriculum that engages and responds to learners’ needs, interests and cultures.
Targeted professional learning builds the capability of teachers to implement evidence-based and responsive strategies that improves outcomes for learners.
Learners benefit from highly collaborative staff who regularly share and apply new learning to build their collective practice.
The school has well-aligned systems, structures and practices to bring about success over time.
Highly reflective practices and ongoing review are effectively used by the board, school leaders, and teachers to inform further improvement and direction.
Meaningful community partnerships support the school in identifying and achieving its strategic goals for learning and achievement.
Staff and board members show a strong commitment to growing their capability and understanding of Te Tiriti o Waitangi ; this is strengthening responsive decision making.
Part C: Where to next?
The agreed next steps for the school are to:
continue the focus on accelerating the progress of boys at risk of not achieving in reading and writing
develop an effective plan to raise the number of learners attending school regularly
embed the process of teachers inquiring into their individual practice for ongoing improvement.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
continue to review and revise strategic planning to reflect any changes to identified priorities for learning
continue to refine practices to identify and support learners so that they make accelerated progress
review the strategies and initiatives used to raise attendance and adapt the plan accordingly for ongoing improvement
monitor teachers knowledge and implementation of assessment practices to ensure consistency across the school.
Annually:
plan for appropriate professional learning to help leaders and staff implement and understand changes to The New Zealand Curriculum
use learner progress, achievement, and engagement data along with the perspectives of parents, whānau and learners to evaluate the effectiveness of teaching practice to inform further improvement planning
ensure strategic planning and annual goals are aligned with the school’s priorities, community aspirations and continue to promote positive outcomes in all areas for all students.
Actions taken against these next steps are expected to result in:
improved attendance and progress and achievement outcomes that are increasingly equitable and excellent for all learners
ongoing development of teachers’ content knowledge, ensuring consistency across the school
regular communication and engagement with the community to ensure the curriculum continues to reflect their aspirations for learners.
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
Shelley Booysen Director of Schools
6 December 2024
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).