Kaiapoi Borough School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 372
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 20 Hilton Street, Kaiapoi
- Territorial authority
- Waimakariri District
- Phone
- 03-3277231
- office@kbs.school.nz
- Website
- http://www.kbs.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.
- Term dates
- Term 1, 2026: Monday 2nd February to Thursday 2nd April
Term 1 starts Monday 2nd February and ends Thursday 2nd April
Year stated asTerm Dates 2026
- Term 2, 2026: Monday 20th April to Friday 3rd July
Term 2 starts Monday 20th April and ends Friday 3rd July
Year stated asTerm Dates 2026
- Term 3, 2026: Monday 20th July to Friday 25th September
Term 3 starts Monday 20th July and ends Friday 25th September
Year stated asTerm Dates 2026
- Term 4, 2026: Monday 12th October to Wednesday 16th December
Term 4 starts Monday 12th October and ends Wednesday 16th December
Year stated asTerm Dates 2026
- Term 1, 2026: Monday 2nd February to Thursday 2nd April
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 287
- Māori
- 97
- Pacific
- 16
- Asian
- 32
- MELAA
- 5
- Other
- 4
- 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 | 11 | 1 | 7 | 1 | 0 | 28 | 0 | 38 |
| Year 02 | 22 | 1 | 2 | 0 | 0 | 37 | 0 | 49 |
| Year 03 | 10 | 3 | 2 | 0 | 0 | 28 | 0 | 36 |
| Year 04 | 16 | 1 | 4 | 3 | 1 | 41 | 0 | 57 |
| Year 05 | 19 | 1 | 3 | 1 | 0 | 42 | 0 | 57 |
| Year 06 | 8 | 2 | 3 | 1 | 0 | 36 | 0 | 42 |
| Year 07 | 13 | 2 | 6 | 1 | 0 | 40 | 0 | 51 |
| Year 08 | 8 | 1 | 2 | 1 | 0 | 25 | 0 | 33 |
| Total | 107 | 12 | 29 | 8 | 1 | 277 | 0 | 363 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 12 | 1 | 7 | 1 | 0 | 29 | 0 | 39 |
| Age 06 | 21 | 1 | 2 | 0 | 0 | 35 | 0 | 47 |
| Age 07 | 9 | 3 | 2 | 0 | 0 | 30 | 0 | 37 |
| Age 08 | 17 | 1 | 4 | 3 | 0 | 40 | 0 | 56 |
| Age 09 | 19 | 1 | 2 | 1 | 1 | 40 | 0 | 55 |
| Age 10 | 8 | 2 | 3 | 1 | 0 | 36 | 0 | 43 |
| Age 11 | 13 | 2 | 7 | 1 | 0 | 29 | 0 | 40 |
| Age 12 | 6 | 1 | 2 | 1 | 0 | 32 | 0 | 39 |
| Age 13 | 2 | 0 | 0 | 0 | 0 | 6 | 0 | 7 |
| Total | 107 | 12 | 29 | 8 | 1 | 277 | 0 | 363 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
84.7%
| Kaiapoi Borough School | 84.7% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 15.1% |
|---|---|
| Male | 172.9% |
| Māori | 78.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 82.9% |
| Total | 84.7% |
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
24.2%
| Kaiapoi Borough School | 24.2% |
|---|---|
| Canterbury Region | 3.7% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 10.5% |
|---|---|
| Male | 43.1% |
| Māori | 22.7% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 23.8% |
| Total | 24.2% |
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
18.5%
| Kaiapoi Borough School | 18.5% |
|---|---|
| Canterbury Region | 1.7% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 10.7% |
|---|---|
| Male | 29.2% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 24.2% |
| Total | 18.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 490
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 25 January 1873
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
- 3
- Last reviewed
- 17 October 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (17 October 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 same report — the board assurance report of 17 October 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO has identified the following areas of non-compliance during the board assurance process:
One teacher had not completed restraint training and the board had not authorised in writing teacher aides who had completed training to use restraint [Education (Physical Restraint) Rules 2023]
The board has since addressed the areas of non-compliance identified.
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 372 — 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.
November 2018
359
Counted while ERO’s review team was at the school. Education Review Office, report of 18 January 2019
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 17 October 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
Kaiapoi Borough School is located in Kaiapoi and provides education for learners in Years 1 to 8. The school’s technology centre provides specialist education for local schools. Several changes in the leadership team have occurred over recent years. Kaiapoi Borough School’s vision is to partner with whānau to develop lifelong learners in a safe and inclusive learning environment , through the three focus areas of teaching and learning, relationships and community.
There are two parts to this report.
Part A: 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 B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
The school is working towards equitable and excellent outcomes for students.
Most students are achieving at or above curriculum expectations in literacy and mathematics.
Māori students are achieving at similar levels to all students in literacy.
Boys are achieving significantly lower than girls in writing.
The majority of students attend school regularly; the school has strategies in place to support students and is yet to meet the national attendance target for regular attendance.
Conditions to support learner success
Leaders increasingly foster a culture committed to quality teaching and learning.
Leadership across the school is being developed; new and middle leaders are well-supported to grow their skills and capacity through coaching and professional learning.
Leaders increasingly use multiple sources of feedback and processes that are linked with the school’s strategic planning to identify teachers professional learning development needs.
Leaders use evidence to plan and monitor the school’s strategic goals; focusing on improving outcomes for students will further strengthen this.
Teachers provide a curriculum that increasingly reflects local contexts and build on learners’ experiences, knowledge and understanding.
Teachers and leaders are strengthening positive learning-focused relationships with students to enhance learning engagement and achievement.
Teachers use a range of teaching practices to meet students’ needs and encourage questioning and problem solving to increasingly support student progress and achievement.
Teachers increasingly provide students with a range of meaningful learning opportunities and experiences across the curriculum that reflect local contexts and respond to student learning needs.
Well aligned systems and practices are in place to support ongoing improvement.
Student wellbeing, engagement and achievement are well-supported through trusting relationships between the board, teachers, students and whānau .
The board and leaders work together to develop and implement the school’s strategic direction to improve outcomes for students.
Leaders’ and teachers’ understanding of restorative and trauma informed practice is the foundation for relationships and teaching practice which meets students’ needs.
Leaders and teachers partner with a range of external agencies to effectively support students’ wellbeing and their whānau .
Part B: Where to next?
The agreed next steps for the school are to:
embed and monitor consistent implementation of literacy and mathematics curriculum and effective teaching practices in literacy and mathematics across the school to improve student progress and achievement
evaluate the impact of professional learning on teaching and leadership practices and improving student outcomes
strengthen internal evaluation processes to know what is working well and what is not and further support consistency and improved student outcomes
continue to increase whānau engagement in learning and improve regular student attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
review the mathematics and literacy curriculum programmes and teaching expectations to link with changes to the New Zealand Curriculum
gather student feedback about wellbeing and respond to any emerging findings to further enhance student wellbeing, engagement and attendance
review the effectiveness of middle and senior leader professional learning and its impact on improving their leadership practice
Every six months:
review and report to the board on progress and achievement for target students to identify how well progress is being accelerated and respond to the review findings
continue to evaluate and report to the board on student progress and achievement in reading, writing and mathematics of all students
review the impact of strategies to improve attendance
Annually:
review professional learning undertaken and its impact on teaching practices to improve outcomes for students
evaluate the effectiveness of target student interventions and identify students who need further acceleration in their learning
strengthen monitoring and review of initiatives in the annual plan to include evaluating the impact on learner outcomes, including attendance.
Actions taken against these next steps are expected to result in:
improved student progress and achievement in literacy and mathematics
increased consistency of effective teaching practice in literacy and mathematics to further improve outcomes for students
more students attending regularly and greater whānau engagement in learning
strengthened leadership practices.
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
17 October 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 3 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).