Hinds School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 173
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 50 Reed Street, Hinds, Ashburton
- Territorial authority
- Ashburton District
- Phone
- 03-3037208
- office@hinds.school.nz
- Website
- http://www.hinds.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 Hinds School uniform is compulsory.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 104
- Māori
- 30
- Pacific
- 4
- Asian
- 46
- MELAA
- 2
- 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 | 4 | 0 | 1 | 20 | 0 | 26 |
| Year 02 | 8 | 1 | 4 | 1 | 0 | 11 | 0 | 22 |
| Year 03 | 5 | 0 | 4 | 0 | 0 | 14 | 0 | 22 |
| Year 04 | 5 | 1 | 6 | 0 | 0 | 12 | 0 | 23 |
| Year 05 | 6 | 0 | 1 | 2 | 0 | 11 | 0 | 18 |
| Year 06 | 7 | 0 | 3 | 1 | 0 | 13 | 0 | 23 |
| Year 07 | 3 | 0 | 9 | 2 | 0 | 9 | 0 | 21 |
| Year 08 | 0 | 0 | 4 | 0 | 0 | 4 | 0 | 8 |
| Total | 37 | 3 | 35 | 6 | 1 | 94 | 0 | 163 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 1 | 4 | 0 | 1 | 20 | 0 | 26 |
| Age 06 | 7 | 1 | 3 | 1 | 0 | 10 | 0 | 20 |
| Age 07 | 6 | 0 | 4 | 0 | 0 | 13 | 0 | 21 |
| Age 08 | 4 | 1 | 7 | 0 | 0 | 14 | 0 | 25 |
| Age 09 | 6 | 0 | 1 | 2 | 0 | 12 | 0 | 19 |
| Age 10 | 8 | 0 | 3 | 1 | 0 | 12 | 0 | 23 |
| Age 11 | 2 | 0 | 6 | 2 | 0 | 8 | 0 | 16 |
| Age 12 | 1 | 0 | 6 | 0 | 0 | 5 | 0 | 12 |
| Age 13 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Total | 37 | 3 | 35 | 6 | 1 | 94 | 0 | 163 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
11.1%
| Hinds School | 11.1% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 24.1% |
| Māori | 49.7% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 11.1% |
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%
| Hinds 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%
| Hinds 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)
- 434
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 2 January 1881
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
- 2
- Last reviewed
- 7 November 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 7 November 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 7 November 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School 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.
Every New Zealand state and state integrated school has an ERO review at least once every 4 years to evaluate what is working well for learners and what needs to be improved.
About the School
Hinds School is a rural school south of Ashburton and provides education for learners in Years 1 to 8. The school currently has a roll of 161. Approximately half of all the learners are New Zealand European/ Pākehā , 25% identity as Māori , and an increasing Filipino community is approaching 25% of the roll. The school’s vision is ‘ To Be the Best We Can Be ’.
Since 2024, the school has appointed a new principal, deputy principal, and largely new teaching staff. The School Board is responsible for the governance and management of the Mid-Canterbury Technology Centre (MCTC), that supports learners in Years 7 to 8 from other schools across the Ashburton district.
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from good quality teaching practice that improves progress and achievement in reading, writing and mathematics.
How well does the school curriculum respond to all learners needs? Learners have sufficient opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals.
How well does school planning and conditions support ongoing improvement? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.
How well does the school include all learners and promote their engagement and wellbeing? The school successfully promotes learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.
Student Health and Safety The school board is taking reasonable steps to ensure student health and safety.
Achievement in Years 0 to 8
This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%
Reading Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The small majority of learners attend school regularly.
The school is behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how well the school supports all learners to make sufficient progress.
The school is developing good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is meeting Government reading, writing and mathematics targets set for 2030.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of Strength
Learners are respected as leaders. Learners actively take on leadership roles, seizing opportunities to support others, caring for the local environment, and contribute meaningfully to school life.
The school values are actively modelled, promoting a safe and inclusive school culture where learners are supported and encouraged to engage in collaborative work and play with their peers.
Learners express their enjoyment of an engaging curriculum, resources and learning experiences; classrooms are settled and purposeful learning environments.
The school’s well-resourced technology centre at MCTC provides a range of opportunities for learners in Years 7 and 8 to explore the wider curriculum, well-planned and organised programme.
Leaders provide clear strategic direction and professional learning opportunities for staff to grow internal leadership capabilities, build consistency and promote progress towards the schools shared priorities.
Staff and families work collaboratively to foster success for learners with additional needs; the learning support team works cohesively with teachers to enact personalised learning plans and strategies.
Learners benefit from the work of an active parent fundraising committee, and the school’s established charitable trust; a range of projects are supported that further enhance the environment and resources.
The School Board brings a significant skillset to governance with a student-focused agenda; members invest time in productive, evidence-informed and collaborative decision making.
Key priorities
Increase regular rates of attendance and reduce chronic absences.
Align strategic and annual planning and reporting and enhance internal evaluation processes to strengthen the outcomes for all learners.
Enhance approaches and strategies for meeting the varied learning and behavioural needs of students.
Review the provision and outcomes of MCTC, incorporating feedback from staff and learners.
Actions to bring about improvement
Within six months:
leaders plan and begin a review into the provision and outcomes of MCTC, incorporating feedback from staff and learners regarding their wellbeing and satisfaction
Every six months:
leaders and teachers review, refine and further promote the school’s attendance plan with whānau and families
senior leaders review and report on how well changes to teaching are working by observing teachers, asking students for feedback, and looking at assessment information to see monitor progress towards targets
Annually:
the School Board and leaders work together to evaluate the outcomes of the review into MCTC, determine key findings and improvement priorities
the School Board and leaders evaluate schoolwide attendance information to strategically plan actions that continue to improve rates of regular attendance
leaders and the School Board review learner progress and achievement and the impact of professional development on teaching and learning to guide strategic planning and school decision making.
Expected outcomes
Increased learner attendance rates that meet Government targets.
Well-aligned strategic and annual planning and reporting provides clear direction for school improvement.
Improved achievement and equity of outcome for all learners.
Embedded staff practices and strategies that effectively promote positive behaviour for learning.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements.
Board Assurance with Regulatory and Legislative Requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
The next public report on ERO’s website will be a School Report and is due within four 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
Sharon Kelly Director of Schools
7 November 2025
Read the full report on ero.govt.nz →
All 2 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).