Longbeach School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 166
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Boundary Road, Ashburton
- Territorial authority
- Ashburton District
- Phone
- 03-3026643
- office@longbeach.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.
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
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.
- In their words
- The School Mission
- To create an inclusive rich learning environment where our children reach for the stars to be the best they can in all they do.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 146
- Māori
- 15
- Pacific
- 4
- Asian
- 12
- MELAA
- 2
- 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 | 4 | 0 | 1 | 1 | 0 | 15 | 0 | 17 |
| Year 02 | 2 | 0 | 2 | 0 | 0 | 25 | 0 | 27 |
| Year 03 | 1 | 0 | 1 | 0 | 0 | 19 | 0 | 20 |
| Year 04 | 1 | 1 | 2 | 0 | 0 | 14 | 0 | 17 |
| Year 05 | 0 | 0 | 0 | 1 | 0 | 17 | 0 | 18 |
| Year 06 | 1 | 0 | 1 | 0 | 1 | 11 | 0 | 13 |
| Year 07 | 1 | 1 | 0 | 2 | 0 | 16 | 0 | 19 |
| Year 08 | 1 | 0 | 0 | 0 | 0 | 12 | 0 | 12 |
| Total | 11 | 2 | 7 | 4 | 1 | 129 | 0 | 143 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 0 | 0 | 1 | 0 | 14 | 0 | 15 |
| Age 06 | 2 | 0 | 2 | 0 | 0 | 22 | 0 | 25 |
| Age 07 | 0 | 0 | 2 | 0 | 0 | 20 | 0 | 21 |
| Age 08 | 2 | 1 | 2 | 0 | 0 | 17 | 0 | 20 |
| Age 09 | 0 | 0 | 0 | 1 | 0 | 16 | 0 | 17 |
| Age 10 | 1 | 0 | 1 | 0 | 1 | 12 | 0 | 14 |
| Age 11 | 1 | 1 | 0 | 1 | 0 | 15 | 0 | 17 |
| Age 12 | 1 | 0 | 0 | 1 | 0 | 12 | 0 | 13 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 11 | 2 | 7 | 4 | 1 | 129 | 0 | 143 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
23.6%
| Longbeach School | 23.6% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 40.3% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 27.9% |
| Total | 23.6% |
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%
| Longbeach 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%
| Longbeach 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)
- 420
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 30 September 1876
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 August 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (30 January 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 30 January 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.
What this report states about the school
As stated in ERO’s report of 20 August 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
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 166 — 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.
October 2017
139
Counted while ERO’s review team was at the school. Education Review Office, report of 19 February 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 20 August 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School 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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved
About the School
Longbeach School provides education for learners in Years 1 to 8. The school’s roll is 140. The majority of learners identify as Pākehā | New Zealand European. The school’s vision is Everyone Reaching for the Stars and its values are Honesty, Respect, Caring, Courage, Effort, High Achievement, Pride and a Sense of Humour .
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
Expected improvements and findings
This section is about the progress the school has made since the January 2023 ERO report. It includes an explanation of the expected improvements and findings.
ERO and the school have worked together to evaluate how effectively the implementation of depth and complexity strategies enables students to be reflective and critical thinkers. The school expected to see learners articulating their learning and making links through rich conversations about what they are learning and why.
School information shows that learners have greater understanding of the Depth and Complexity Framework and are becoming more confident in its use. This is reflected in their daily work and interactions with peers and teachers.
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement framework and the evidence provided to ERO during the evaluation.
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics.
How well does the school curriculum respond to all learners needs? Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain foundational skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals.
How well does school planning and conditions support ongoing improvement? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.
How well does the school include all learners and promote their engagement and wellbeing? The school successfully promotes learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.
Student Health and Safety The school board is taking reasonable steps to ensure student health and safety.
Achievement in Years 0 to 8
This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of the New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 65% 65 to 79% 80 to 90% Over 90%
Reading Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The large majority of learners attend school regularly.
The school is approaching the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how well the school supports all learners to make sufficient progress.
The school has good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of Strength
Learners display a strong sense of belonging, positive relationships with each other and a sound knowledge of the school values.
Learners are well supported through caring relationships with staff, carefully considered programmes and targeted resourcing.
Leaders strategically plan for curriculum development to enhance and sustain high levels of achievement for all learners.
Structured, explicit approaches to teaching literacy and mathematics are in place and staff are well positioned for future curriculum development.
A broad curriculum effectively links community aspirations and contexts, providing enriched leadership opportunities for learners.
High expectations and effective collaboration guide the shared vision for achieving equity in learning for all learners.
Teacher self-inquiry and the gathering and analysing of data inform the approach to building staff capability and inform next steps.
Key priorities
Build a shared understanding and integrate Te Tiriti o Waitangi and te ao Māori within local and national curriculum contexts.
Review and evaluate the impact of targeted programmes and interventions implemented to accelerate learner progress and achievement.
Further increase regular attendance and sustain the reduction of chronic absence.
Actions to bring about improvement:
Every six months:
leaders evaluate the progress made to develop a shared understanding of Te Tiriti o Waitangi and te ao Māori practices in alignment with national expectations and the local context
leaders and teachers monitor and review the progress of targeted programmes and interventions to meet the needs of learners
leaders and teachers review and refine the strategies in place to increase regular attendance for learners.
Annually:
leaders review and refine schoolwide teacher planning and practice to ensure that Te Tiriti o Waitangi and te ao Māori concepts are effectively integrated into the curriculum
the School Board and leaders evaluate the impact of targeted interventions on learner progress and achievement and use this information to allocate resources to support their needs
leaders review and report attendance information to the School Board, identifying the initiatives that have been most successful in increasing regular attendance.
Expected outcomes
A cohesive approach to the integration of Te Tiriti o Waitangi and te ao Māori within curriculum delivery.
Outcomes for learners enhanced by the effective use and evaluation of targeted interventions.
Increased regular attendance of learners and sustained reductions in chronic absence.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements.
Board Assurance with Regulatory and Legislative Requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
The next public report on ERO’s website will be a School Report and is due within four 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
Sharon Kelly Director of Schools (Acting)
20 August 2025
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).