Kaikōura Primary School
Contributing · State
- Year levels
- 1–6
- Total roll
- 120
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 19 Torquay Street, Esplanade, Kaikoura
- Territorial authority
- Kaikoura District
- Phone
- 03-3195440
- office@kaikoura.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.
- Getting there
- Ministry of Education funded school bus service operating in the district to bring children to and from school; pupils must live more than 3.2km from their nearest school to be entitled
A Ministry of Education funded school bus service operates in the district to bring children to and from school. To be entitled to school transport a pupil must live more than 3.2km from their nearest school. Please enquire at our school office for eligibility.
- Ministry of Education funded school bus service operating in the district to bring children to and from school; pupils must live more than 3.2km from their nearest school to be entitled
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/3391
Enrolments can also be made [online through our Hero student management system.](https://enrolments.linc-ed.com/apply/NZ/3391)
- https://enrolments.linc-ed.com/apply/NZ/3391
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 100
- Māori
- 47
- Pacific
- 0
- Asian
- 9
- MELAA
- 3
- Other
- 2
- 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 | 9 | 0 | 0 | 0 | 0 | 21 | 0 | 25 |
| Year 02 | 7 | 0 | 2 | 2 | 0 | 15 | 0 | 19 |
| Year 03 | 6 | 0 | 2 | 3 | 0 | 13 | 0 | 18 |
| Year 04 | 11 | 0 | 1 | 0 | 0 | 19 | 0 | 23 |
| Year 05 | 8 | 0 | 2 | 0 | 0 | 16 | 0 | 19 |
| Year 06 | 7 | 0 | 3 | 0 | 0 | 12 | 0 | 17 |
| Total | 48 | 0 | 10 | 5 | 0 | 96 | 0 | 121 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 8 | 0 | 0 | 0 | 0 | 19 | 0 | 23 |
| Age 06 | 8 | 0 | 2 | 1 | 0 | 16 | 0 | 20 |
| Age 07 | 6 | 0 | 1 | 4 | 0 | 14 | 0 | 18 |
| Age 08 | 11 | 0 | 2 | 0 | 0 | 18 | 0 | 23 |
| Age 09 | 9 | 0 | 1 | 0 | 0 | 15 | 0 | 19 |
| Age 10 | 6 | 0 | 4 | 0 | 0 | 14 | 0 | 18 |
| Total | 48 | 0 | 10 | 5 | 0 | 96 | 0 | 121 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
21.2%
| Kaikoura Primary School | 21.2% |
|---|---|
| Canterbury Region | 38.3% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 44.1% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 30.2% |
| Total | 21.2% |
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%
| Kaikoura Primary 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 | 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%
| Kaikoura Primary 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 | 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)
- 471
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 31 December 1872
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
- 10 September 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (10 September 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 10 September 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 120 — 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.
May 2019
93
Counted while ERO’s review team was at the school. Education Review Office, report of 7 August 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 10 September 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
Kaikōura Primary School provides education for learners in Years 1 to 6. The school’s vision is to create confident, connected, adventurous life-long learners. The school’s values of Whanaungatanga, Aroha, Manaakitanga and Ako align with the school vision of using the Kaikōura area as a classroom and context for learning.
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
Outcomes for learners are increasingly equitable and excellent.
Most students achieve at or above curriculum level in mathematics, reading and writing; increasing equity in outcomes for all groups of learners is evident.
Leadership and teachers gather, analyse and act on wellbeing data information that indicates learners feel a sense of belonging and connected to the school.
A large majority of learners regularly attend school; the school is yet to meet the Ministry of Education target for regular attendance and leaders have set this as a strategic priority.
Conditions to support learner success
Leaders foster a culture committed to sustaining high-quality teaching and continuous improvement.
Leaders and teachers increasingly use wellbeing and achievement information to analyse the effectiveness of teacher practice to further improve learner outcomes.
Leaders set specific goals to support timely interventions that are improving the progress and achievement of target learners.
Teachers and leaders effectively collaborate with whānau and the community to build and sustain high levels of relational trust to support learning.
Teachers effectively plan for and respond to learners’ needs and improve their outcomes.
Through a cycle of continuous improvement, teachers collaboratively plan and regularly monitor the effectiveness of teaching and learning on learner progress and achievement.
The school curriculum reflects local contexts and learning opportunities, and whānau aspirations; these have a positive impact on learners’ literacy and mathematics skills, and their knowledge of the local area.
Learners with additional needs are identified and provided with tailored programmes; their progress and achievement is regularly monitored, and outcomes are improving.
Learner wellbeing, engagement and achievement are well supported by established school conditions.
Leaders and teachers create an inclusive environment that supports high expectations for learners’ wellbeing, engagement and achievement.
Leaders and teachers prioritise professional growth and development, including te reo me ona tikanga Māori and te ao Māori , to support high-quality teaching and learning across the curriculum.
Effective communication strategies develop and sustain valued partnerships with parents and whānau that support learning and wellbeing.
The board regularly reviews and evaluates learner data to identify strategic priorities and make timely decisions for improvement.
Part B: Where to next?
The agreed next steps for the school are to:
ensure that learning and wellbeing processes and systems continue to grow excellent and equitable outcomes for all learners
maintain the school’s unique and nurturing environment so everyone feels they belong
build on educational opportunities that inspire creativity, innovation and develop leaders for the future.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
build on and embed teacher content knowledge around assessment for learning and ensure consistent assessment language is developed and used by teachers
Every six months:
continue to analyse and monitor achievement and wellbeing information to inform programmes and teacher practice
monitor the impact of attendance strategies for effectiveness and adapt as necessary to improve regular attendance.
Annually:
review and refine the quality and validity of assessment to inform high-quality teaching and learning
collect and analyse student and whānau feedback to plan for and maintain an inclusive environment
continue to develop the school’s local curriculum to align with changes to the curriculum and maintain relevant local learning opportunities
evaluate the impact of strategies used to improve regular attendance.
Actions taken against these next steps are expected to result in:
sustained improvement in attendance, progress, achievement and wellbeing for all learners
effective school-wide assessment systems in place that inform teaching practice and continue to increase successful outcomes for all learners
a locally-centred curriculum that engages students in meaningful learning.
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
10 September 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).