Lauriston School
Contributing · State
- Year levels
- 1–6
- Total roll
- 95
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Church Street, Lauriston, Ashburton
- Territorial authority
- Ashburton District
- Phone
- 03-3024799
- admin@lauriston.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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 84
- Māori
- 7
- Pacific
- 1
- Asian
- 10
- MELAA
- 1
- 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 | 0 | 0 | 1 | 1 | 0 | 12 | 0 | 14 |
| Year 02 | 0 | 1 | 3 | 0 | 0 | 11 | 0 | 15 |
| Year 03 | 1 | 0 | 1 | 0 | 0 | 14 | 0 | 16 |
| Year 04 | 0 | 0 | 1 | 0 | 0 | 7 | 0 | 8 |
| Year 05 | 1 | 0 | 1 | 0 | 0 | 11 | 0 | 12 |
| Year 06 | 0 | 1 | 1 | 0 | 0 | 9 | 0 | 11 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Total | 2 | 2 | 8 | 1 | 0 | 67 | 0 | 79 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 0 | 0 | 0 | 12 | 0 | 12 |
| Age 06 | 0 | 1 | 2 | 1 | 0 | 11 | 0 | 15 |
| Age 07 | 1 | 0 | 3 | 0 | 0 | 14 | 0 | 18 |
| Age 08 | 0 | 0 | 1 | 0 | 0 | 7 | 0 | 8 |
| Age 09 | 1 | 0 | 1 | 0 | 0 | 11 | 0 | 12 |
| Age 10 | 0 | 1 | 1 | 0 | 0 | 8 | 0 | 10 |
| Age 11 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Total | 2 | 2 | 8 | 1 | 0 | 67 | 0 | 79 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Lauriston 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 | 0% |
| 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%
| Lauriston 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%
| Lauriston 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)
- 399
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 31 December 1882
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
- 23 October 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board did not attest to all areas (23 October 2024)
Areas the board did not attest to, in ERO’s words: Curriculum. The report says what that meant and what happened next.
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 23 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:
consult with the community and adopt a statement on the delivery of the health curriculum at least once in every two years. [Section 91 Education and Training Act 2020]
The board has since taken steps to address 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 95 — 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.
September 2018
87
Counted while ERO’s review team was at the school. Education Review Office, report of 21 November 2018
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 23 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
Lauriston School is a rural school located in mid Canterbury and provides education for students in Years 1 to 6. The READY Values ( Respect, Enterprise, Achievement and Determination ) align with the school’s vision, a thriving learning community that is READY for Success , and are part the school’s local curriculum, Te Marautanga o te Kura kotoku ko Lauriston .
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 students are equitable and excellent.
Most students are achieving at or above expected curriculum levels in reading, writing and mathematics.
Equity of achievement between all groups of students is evident.
Students express a sense of belonging that is well supported by the school’s competencies and strong values that sit within its local curriculum.
Less than half of the students attend school regularly and the school has yet to meet the Ministry of Education’s target; strategies are in place to improve regular attendance for all students.
Conditions to support learner success
Leaders set goals and use evidence well to plan and monitor the school’s strategic improvement cycle.
Leaders involve students, staff and whānau in strategic decision making to further improve progress, achievement and wellbeing for all students.
The school’s vision, values and principles guide leaders who effectively drive the school’s planning, monitoring and evaluation for continuous improvement.
Leaders and teachers collaborate with whānau and the community to build and sustain high levels of relational trust to support their child’s learning.
The school’s curriculum increasingly reflects local contexts and supports students to become confident, capable and connected members of the community.
Leaders and teachers value a collaborative professional growth culture and engage in targeted professional learning to further improve the progress, achievement and wellbeing of all students.
Teachers gather and use a range of valid assessment information to inform and guide teaching planning and practice for student learning.
Teachers are using effective teaching strategies, within the local curriculum, to a greater extent to support access to learning for all students; learning is regularly monitored to make sure students continue to progress and achieve.
Conditions that underpin effective schooling are embedding and contribute positively to school improvement.
The board, leaders and teachers partner well with the school community to develop strategic goals and targets to improve outcomes for all students.
Leaders and teachers work collaboratively, prioritising professional growth, including te reo Māori , tikanga Māori and te ao Māori to strengthen teaching practice and support student learning across the curriculum.
The board regularly reviews and effectively evaluates learning and wellbeing data to set future improvement priorities and make resourcing decisions that support strengthening teacher practice and student learning.
Part B: Where to next?
The agreed next steps for the school are to:
continue developing the school’s local curriculum to create meaning and relevant learning opportunities for all students
further increase inspirational teaching and learning that further improves outcomes and regular attendance for all students
enhance the school’s inclusive environment and continue to build and sustain strong partnerships with whānau and the community.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
refine and prepare for the changes in The New Zealand Curriculum in reading, writing and mathematics
embedding this within the school’s local curriculum
engage in professional learning in structured mathematics and neurodiversity to build capacity to cater for all learning needs
actively partner with the community to complete the school’s Community Hub project that provides a space for sporting, cultural and wellbeing events
track and monitor regular attendance and review current strategies in place.
Every six months:
continue to gather, analyse and use student and whānau feedback to strengthen the school’s local curriculum, and teaching and assessment practices
align current school assessment and reporting practices to the changes in The New Zealand Curriculum
continue to review and evaluate the school’s strategic goals and targets with the board, leaders, teachers, students, whānau and community
review regular attendance data to identify students of concern and put appropriate support in place.
Annually:
evaluate the impact of teaching, learning and assessment practices to determine the direction of future goals and targets to further improve the outcomes for all students
plan and manage resourcing to support goals and targets in partnership with the community
evaluate and address staff professional learning needs for alignment with the national priorities of reading, writing, mathematics and regular attendance, to further improve and sustain student progress, achievement and wellbeing
evaluate the impact of strategies in place increase regular attendance.
Actions taken against these next steps are expected to result in:
engaged and motivated students who demonstrate the school values and competencies to become confident, connected and capable members of the community
strengthened teaching of reading, writing and mathematics, and to ensure that evidence-based programmes are in place school-wide to further improve outcomes for students
the community, whānau and the school working in partnership to further improve progress, achievement, regular attendance and the wellbeing of all students.
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
23 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).