Hororata School
Contributing · State
- Year levels
- 1–6
- Total roll
- 71
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 2548 Bealey Road, Hororata, Darfield
- Territorial authority
- Selwyn District
- Phone
- 03-3180803
- not reported
- 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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 39
- Māori
- 1
- Pacific
- 5
- Asian
- 25
- MELAA
- 2
- 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 | 0 | 1 | 6 | 0 | 0 | 6 | 0 | 13 |
| Year 02 | 0 | 0 | 5 | 0 | 0 | 6 | 0 | 11 |
| Year 03 | 0 | 1 | 7 | 1 | 0 | 12 | 0 | 21 |
| Year 04 | 0 | 0 | 2 | 0 | 0 | 14 | 0 | 16 |
| Year 05 | 0 | 2 | 4 | 0 | 0 | 4 | 0 | 9 |
| Year 06 | 0 | 0 | 4 | 0 | 0 | 8 | 0 | 12 |
| Year 07 | 0 | 0 | 4 | 0 | 0 | 4 | 0 | 8 |
| Year 08 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 0 | 5 | 32 | 1 | 0 | 54 | 0 | 91 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 1 | 3 | 0 | 0 | 6 | 0 | 10 |
| Age 06 | 0 | 0 | 7 | 0 | 0 | 6 | 0 | 13 |
| Age 07 | 0 | 1 | 8 | 1 | 0 | 12 | 0 | 22 |
| Age 08 | 0 | 0 | 1 | 0 | 0 | 13 | 0 | 14 |
| Age 09 | 0 | 2 | 3 | 0 | 0 | 5 | 0 | 9 |
| Age 10 | 0 | 0 | 7 | 0 | 0 | 9 | 0 | 16 |
| Age 11 | 0 | 0 | 3 | 0 | 0 | 3 | 0 | 6 |
| Age 12 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 0 | 5 | 32 | 1 | 0 | 54 | 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%
| Hororata School | 0% |
|---|---|
| Canterbury Region | 38.3% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| 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%
| Hororata School | 0% |
|---|---|
| Canterbury Region | 3.7% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| 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%
| Hororata School | 0% |
|---|---|
| Canterbury Region | 1.7% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| 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)
- 432
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 25 January 1870
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
- 15 May 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (15 May 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 15 May 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 71 — 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.
July 2017
75
Counted while ERO’s review team was at the school. Education Review Office, report of 30 August 2017
September 2013
56
Counted while ERO’s review team was at the school. Education Review Office, report of 8 November 2013
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 15 May 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 22 months of the Education Review Office and Hororata 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
Hororata is a contributing primary school for learners from Years 0 to 6, located in the Selwyn District of Mid-Canterbury. The school is a member of Te Hū o Kākāpōtahi Kāhui Ako .
Hororata School’s strategic priorities for improving outcomes for learners are to:
enhance achievement
provide quality teaching and learning
provide effective conditions for learning.
You can find a copy of the school’s strategic and annual plan on Hororata School’s website.
ERO and the school are working together to evaluate leadership for sustainability of a coherent learning pathway of effective reading practices, from Years 0 to 6.
The rationale for selecting this evaluation is:
this focus aligns with strategic planning that prioritises a review of the quality of reading practices within the school’s integrated and localised curriculum, and to weave culturally responsive practices through all learning
the school has a strong focus on developing teaching and learning programmes to improve student success, and is considering ways to purposefully sustain these practices going forward
reading recovery has been replaced as a withdrawal intervention by professional development in structured literacy, designed to strengthen in-class teaching practices to foster success for all learners.
English-language learners and neuro-diverse learners will require teachers to build specific skills and strategies to support literacy success.
The school expects to see staff enacting quality teaching practices, so that students experience a smooth transition and learning pathway through the school. Teachers will demonstrate deliberate acts of teaching and adaptive teaching skills that respond to students’ individual strengths and prior learning. Teachers will scaffold enhanced learning, engagement, achievement and progress in reading. Culturally responsive practices will be evident in strong relationships between staff and students, promoting equity and excellence. Leaders will sustain quality practices and build capability by embedding collaborative opportunities for teachers’ evidence-based reflection and inquiry, including a professional growth cycle structure and approach.
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate leadership for sustainability of a coherent learning pathway of effective reading practices, from Years 0 to 6:
a strong focus on the school’s values, promoting student wellbeing and inclusion
thorough analysis of data to inform evidence-based strategic planning
strong community connections, and collaborative partnerships with other schools.
Where to next?
Moving forward, the school will prioritise:
completing the investigation phase of the school’s ERO Evaluation for Improvement Plan to create a current picture of teaching and learning strengths and needs
using this information to collaboratively explore consistency of practice and opportunities for growth, using a GROW framework for sensemaking, to prioritise the focus areas for change and improvement.
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
15 May 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).