Lincoln Primary School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 832
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 130 North Belt, Lincoln
- Territorial authority
- Selwyn District
- Phone
- 03-3252571
- admin@lincolnprimary.ac.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
- 624
- Māori
- 63
- Pacific
- 17
- Asian
- 172
- MELAA
- 40
- Other
- 11
- International
- 6
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 | 8 | 3 | 15 | 3 | 1 | 69 | 0 | 86 |
| Year 02 | 8 | 3 | 25 | 1 | 2 | 79 | 1 | 106 |
| Year 03 | 10 | 0 | 16 | 2 | 0 | 61 | 1 | 78 |
| Year 04 | 9 | 1 | 22 | 4 | 1 | 87 | 0 | 111 |
| Year 05 | 10 | 2 | 25 | 4 | 1 | 69 | 0 | 96 |
| Year 06 | 6 | 1 | 21 | 3 | 2 | 72 | 1 | 99 |
| Year 07 | 11 | 8 | 25 | 7 | 0 | 81 | 0 | 111 |
| Year 08 | 11 | 0 | 21 | 5 | 3 | 85 | 0 | 112 |
| Total | 73 | 18 | 170 | 29 | 10 | 603 | 3 | 799 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 3 | 13 | 2 | 1 | 60 | 0 | 74 |
| Age 06 | 9 | 3 | 25 | 2 | 2 | 85 | 1 | 112 |
| Age 07 | 12 | 0 | 18 | 2 | 0 | 62 | 1 | 82 |
| Age 08 | 7 | 1 | 21 | 4 | 1 | 86 | 0 | 109 |
| Age 09 | 11 | 2 | 24 | 4 | 1 | 64 | 0 | 90 |
| Age 10 | 6 | 2 | 21 | 3 | 2 | 77 | 1 | 105 |
| Age 11 | 11 | 6 | 21 | 7 | 0 | 68 | 0 | 93 |
| Age 12 | 6 | 1 | 24 | 2 | 2 | 75 | 0 | 102 |
| Age 13 | 5 | 0 | 3 | 3 | 1 | 26 | 0 | 32 |
| Total | 73 | 18 | 170 | 29 | 10 | 603 | 3 | 799 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
34.3%
| Lincoln Primary School | 34.3% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 12.6% |
|---|---|
| Male | 54.2% |
| Māori | 44.6% |
| Pacific | 0% |
| Asian | 9.9% |
| Other | 0% |
| European/Pākehā | 39.9% |
| Total | 34.3% |
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%
| Lincoln Primary 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%
| Lincoln Primary 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)
- 407
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1866
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
- 20 February 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (20 February 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 20 February 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 832 — 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 2017
645
Counted while ERO’s review team was at the school. Education Review Office, report of 13 November 2017
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 20 February 2024 — “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 twelve months of the Education Review Office and Lincoln Primary 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
Lincoln Primary School is located in Lincoln and caters for students in years to 1 to 8. The school’s vision of developing global citizens and lifelong learners is informing future school direction. Since the last ERO report a new principal has been appointed.
Lincoln Primary School ’s strategic priorities for improving outcomes for learners are:
Learning Environment - identifying and nurture students’ potential in a future focused, learner-centred environment.
Physical Environment - respect and value the unique environment. Encourage, support and promote sustainable environmental practices.
Inclusive Environment – to value meaningful connections which build positive relationships and partnerships that respect diversity.
You can find a copy of the school’s strategic and annual plan on Lincoln Primary School ’s website.
ERO and the school are working together to evaluate how effectively the implementation of numeracy practices is providing consistency for teaching and learning across the school and supporting the accelerated progress of those learners who need it.
The rationale for selecting this evaluation is to ensure:
the achievement for those students who most need it, particularly Māori and Pacific, is accelerated
there is consistency in teaching practice to enable students to progress through the school by building on their prior learning
sustainability and consistency of best teaching practice across the teams, particularly for new staff.
The school expects to see continued rates of improved student outcomes in numeracy. There will be a shared understanding and clear expectations for a balanced numeracy programme that is consistently applied across the school.
Strengths
The school can draw from the following strengths to support its goal to effectively implement numeracy practices to support accelerated progress and provide consistency for teaching and learning across the school :
strong leadership that builds capacity within the staff and provides opportunities for professional development and growth
well-established systems and processes to identify and support diverse learning needs
a supportive and improvement focused Board.
Where to next?
Moving forward, the school will prioritise:
supporting teacher development through targeted professional learning and development to build capacity, provide clear expectations and consistency of practice across the school
accelerating the progress of Māori and Pacific students in numeracy.
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
20 February 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).