Mayfield School (Mid-Canterbury)
Full Primary · State
- Year levels
- 1–8
- Total roll
- 108
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 14 Lismore Mayfield Road, Ashburton
- Territorial authority
- Ashburton District
- Phone
- 03-3036214
- office@mayfieldschool.co.nz
- Directions
- Get directions
Other schools nearby: schools in Canterbury
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 73
- Māori
- 8
- Pacific
- 5
- Asian
- 30
- MELAA
- 4
- 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 | 1 | 0 | 10 | 0 | 0 | 5 | 0 | 16 |
| Year 02 | 0 | 2 | 2 | 1 | 1 | 18 | 0 | 22 |
| Year 03 | 1 | 0 | 4 | 1 | 0 | 6 | 0 | 11 |
| Year 04 | 0 | 1 | 6 | 0 | 0 | 10 | 0 | 15 |
| Year 05 | 0 | 1 | 4 | 1 | 0 | 11 | 0 | 15 |
| Year 06 | 3 | 0 | 3 | 0 | 0 | 9 | 0 | 12 |
| Year 07 | 0 | 1 | 2 | 1 | 1 | 5 | 0 | 9 |
| Year 08 | 2 | 0 | 1 | 0 | 0 | 4 | 0 | 5 |
| Total | 7 | 5 | 32 | 4 | 2 | 68 | 0 | 105 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 6 | 0 | 0 | 5 | 0 | 12 |
| Age 06 | 0 | 2 | 4 | 1 | 1 | 18 | 0 | 24 |
| Age 07 | 1 | 0 | 2 | 0 | 0 | 7 | 0 | 9 |
| Age 08 | 0 | 1 | 7 | 1 | 0 | 8 | 0 | 16 |
| Age 09 | 0 | 0 | 5 | 1 | 0 | 11 | 0 | 15 |
| Age 10 | 3 | 1 | 3 | 0 | 0 | 10 | 0 | 13 |
| Age 11 | 0 | 0 | 4 | 1 | 1 | 4 | 0 | 9 |
| Age 12 | 2 | 1 | 0 | 0 | 0 | 3 | 0 | 4 |
| Age 13 | 0 | 0 | 1 | 0 | 0 | 2 | 0 | 3 |
| Total | 7 | 5 | 32 | 4 | 2 | 68 | 0 | 105 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Mayfield School (Mid-Canterbury) | 0% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 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%
| Mayfield School (Mid-Canterbury) | 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%
| Mayfield School (Mid-Canterbury) | 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)
- 442
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 31 March 1887
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 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (20 November 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 November 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 108 — 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 2019
77
Counted while ERO’s review team was at the school. Education Review Office, report of 15 January 2020
February 2017
69
Counted while ERO’s review team was at the school. Education Review Office, report of 27 April 2017
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 20 November 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
Mayfield School (Mid-Canterbury) is a rural school that provides education for students in Years 1 to 8. The school’s vision is for every student to have the opportunity to strive to their full potential through the school’s HEART values of Honesty, Enjoyment, Achievement, Respect, Trying your best.
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 are improving for most students.
Most students achieve at or above curriculum levels in writing and mathematics and a large majority of students achieve at or above in reading; leaders are prioritising a focus on raising progress and achievement for all students in reading, writing and mathematics.
Outcomes are increasingly equitable for all groups of students.
Students express a strong sense of belonging and are well supported through inclusive practices and celebrating their different cultures.
A large majority of students are attending school regularly and the school is almost meeting the Ministry of Education’s 2024 target for regular attendance; leaders have effective strategies in place to increase regular attendance.
Conditions to support learner success
Leaders and teachers foster a culture of high quality teaching.
Relational trust is strengthening across the school and this has a positive impact on teaching practice and progress, achievement and wellbeing.
Leaders and teachers work collaboratively with the Ōpuke Kāhui Ako to build teacher capabilities for improving learning and wellbeing outcomes for students.
Leaders use assessment information and feedback from students, staff and, the community well to plan and monitor improvement priorities.
The design of the school’s curriculum increasingly reflects community aspirations and students’ learning and wellbeing needs.
Teachers analyse and use a range of assessment information to strengthen planning and teaching practice to further improve outcomes for students.
Students’ learning needs are clearly identified; teachers use effective evidence-based strategies to reduce barriers to learning through targeted support.
Teachers increasingly provide purposeful learning opportunities and clear instruction which has a positive impact on student engagement and learning outcomes.
Increasingly effective systems and processes are clearly linked to the school’s strategic goals and targets.
The board is strengthening the way it reviews and evaluates student information collaboratively with leaders to identify strategic improvement priorities and resourcing decisions.
Partnerships with whānau and staff are valued and support students’ learning and wellbeing.
Professional learning is linked to the school’s strategic goals to strengthen teaching practice and increase the confidence and capabilities of all staff.
Leaders and teachers are increasingly using te ao Māori through the school curriculum to promote students’ wellbeing, identities, languages and cultures.
Part B: Where to next?
The agreed next steps for the school are to:
continue to strengthen teacher capabilities to empower students to progress and achieve
continue to engage with the school community, the Kāhui Ako and professional learning providers to ensure the school curriculum is inclusive and links with the changes to The New Zealand Curriculum
further strengthen students’ understanding of their own and the identities, languages and cultures of their peers, demonstrating the school’s HEART values
continue to implement effective strategies which increase regular attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
continue to engage in professional learning around assessment and how this links to students’ learning and outcomes in writing and mathematics
implement the changes in the English and mathematics curriculum
review strategies in place for increasing regular attendance.
Every six months:
monitor, evaluate and analyse progress achievement in reading, writing and mathematics to inform planning
review implementation of the Kāhui Ako work on cultural competencies for increasing Te ao Māori across the school.
Annually:
gather student, staff and community feedback to inform future planning, resourcing and improvement priorities
review students’ and the community’s understanding and knowledge of the school’s HEART values through consultation
evaluate and refine school-wide assessment practices to ensure consistency
evaluate the impact of attendance strategies in place and make changes as necessary.
Actions taken against these next steps are expected to result in:
further improved student, progress, achievement and wellbeing
increased regular attendance
strengthened teaching and assessment capabilities and delivery of the New Zealand Curriculum
the school’s HEART values clearly understood and demonstrated by all students, staff and the community.
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
20 November 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).