Oaklands Te Kura o Ōwaka
Full Primary · State
- Year levels
- 1–8
- Total roll
- 641
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Cunningham Place, Halswell, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3228735
- admin@oaklands.school.nz
- Directions
- Get directions
Other schools nearby: schools in Christchurch · 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
- 382
- Māori
- 70
- Pacific
- 52
- Asian
- 221
- MELAA
- 34
- Other
- 5
- International
- 1
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 | 15 | 7 | 25 | 4 | 1 | 45 | 0 | 74 |
| Year 02 | 14 | 6 | 19 | 2 | 0 | 55 | 0 | 75 |
| Year 03 | 12 | 4 | 27 | 3 | 3 | 61 | 0 | 86 |
| Year 04 | 9 | 4 | 37 | 5 | 1 | 53 | 0 | 91 |
| Year 05 | 12 | 9 | 32 | 7 | 1 | 43 | 0 | 81 |
| Year 06 | 7 | 2 | 26 | 2 | 0 | 46 | 1 | 76 |
| Year 07 | 5 | 2 | 19 | 5 | 1 | 43 | 0 | 73 |
| Year 08 | 5 | 3 | 26 | 3 | 2 | 21 | 0 | 55 |
| Total | 79 | 37 | 211 | 31 | 9 | 367 | 1 | 611 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 15 | 6 | 23 | 4 | 1 | 43 | 0 | 70 |
| Age 06 | 13 | 5 | 19 | 2 | 0 | 52 | 0 | 72 |
| Age 07 | 13 | 6 | 28 | 3 | 3 | 63 | 0 | 89 |
| Age 08 | 9 | 4 | 37 | 5 | 1 | 54 | 0 | 92 |
| Age 09 | 11 | 8 | 33 | 6 | 1 | 43 | 0 | 81 |
| Age 10 | 7 | 3 | 25 | 3 | 0 | 46 | 1 | 76 |
| Age 11 | 5 | 2 | 14 | 5 | 1 | 36 | 0 | 60 |
| Age 12 | 5 | 3 | 31 | 3 | 2 | 27 | 0 | 66 |
| Age 13 | 1 | 0 | 1 | 0 | 0 | 3 | 0 | 5 |
| Total | 79 | 37 | 211 | 31 | 9 | 367 | 1 | 611 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
14.3%
| Oaklands Te Kura o Ōwaka | 14.3% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 29.4% |
| Māori | 41.9% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 18.5% |
| Total | 14.3% |
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
4.4%
| Oaklands Te Kura o Ōwaka | 4.4% |
|---|---|
| Canterbury Region | 3.7% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 9.2% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 7.1% |
| Total | 4.4% |
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
4.4%
| Oaklands Te Kura o Ōwaka | 4.4% |
|---|---|
| Canterbury Region | 1.7% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 9.4% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 7.1% |
| Total | 4.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 410
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 1963
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
- 9 December 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (14 February 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 14 February 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 9 December 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
What ERO wrote in its latest report
This is ERO’s report of 9 December 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
Oaklands Te Kura o Ōwaka provides education for learners in Years 1 to 8. The school has a roll of 632 students with 63% of students identifying as New Zealand European/ Pākehā, 32% of Asian descent, 13% identify as Māori, 5% of Pacific heritage, and 5% MELAA (Middle Eastern, Latin American, and African).
The school is currently in the process of appointing a new principal.
The school’s vision is We are Lifelong Learners who Aspire to Excellence. The school’s values are Community- Whanaungatanga; Active Thinking- Whakaaroaro; Respect- Whakaute; and Excellence- Hiranga.
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
Improvement and progress
This section is about the progress the school has made since the February 2023 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
Oaklands Te Kura o Ōwaka focused on evaluating how effectively its learner-centred curriculum supports students to understand their learning. The school expected to see students who are interested and engaged in their learning and able to articulate what success looks like.
Findings
Students demonstrate high levels of interest and engagement during lessons and a keenness to learn. A variety of competitions, certificates, and awards linked to progress and achievement motivate students to strive for improvement and take ownership of their learning. School-wide, clearly documented learning journeys enable students, whānau and teachers to set individual goals, track progress and reflect on learning, fostering greater self-awareness and learner agency.
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 skills in 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 64% 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 Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics Most 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 has a suitable plan in place 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.
Teachers are developing their use of assessment information 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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 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
Teaching staff actively support learners through intentional, positive, relationship-based approaches which cater for a range of learning needs.
Learners experience a positive, inclusive and supportive learning environment that promotes wellbeing and fosters a strong sense of belonging.
The principal and senior leadership team work collaboratively to drive ongoing improvement aligned with the school’s strategic goals.
Leaders and teaching staff are embedding a structured, explicit and consistent approach to literacy and mathematics teaching, in line with government priorities.
The school values its partnerships with whānau and the wider community and is actively strengthening these relationships to support a broad and rich curriculum.
A strong school-wide culture of collaboration supports leaders and teaching staff to systematically reflect on their practice to enhance quality teaching and learning programmes.
Staff have developed a supportive, high-trust culture and demonstrate collective capacity to explore and lead change across all areas of the curriculum.
A targeted and strategic approach to professional development supports ongoing improvement for both leaders and teaching staff.
Key priorities
Embed shared understandings of assessment and moderation processes through mentoring and targeted professional development to accelerate learner progress and achievement.
Identify and apply targeted teaching approaches to raise boys’ writing achievement and reduce disparities.
Integrate and use te reo Māori and te ao Māori in everyday teaching to build a collective sense of meaningful partnership.
Explore innovative strategies to improve regular student attendance in collaboration with the school Board, leaders, and the wider school community.
Actions to bring about improvement
Within three months:
the school Board and leaders connect with the school community to explore new initiatives to improve regular attendance
leaders and teaching staff identify and trial targeted strategies to improve boys’ writing achievement
the school Board and leadership team engage whānau and students to capture their views on integrating te reo Māori and te ao Māori, ensuring these voices shape school decisions
Every six months:
leaders and teaching staff review and refine assessment and moderation processes to reflect curriculum changes to drive learner progress and achievement
leaders monitor boys’ writing achievement data and adjust strategies as needed
leaders build upon mentoring and professional development initiatives to grow staff capability and understanding of assessment and moderation processes
leaders analyse attendance information and implement targeted initiatives to improve attendance outcomes
Annually:
leaders evaluate the impact of targeted teaching approaches on boys’ writing achievement and report progress
leaders and teaching staff review and refine the effectiveness of initiatives to use te reo and te ao Māori authentically in everyday teaching
the school Board and leaders review and refine initiatives to improve regular attendance.
Expected outcomes
Clear assessment and moderation processes further improve learner progress and achievement outcomes.
Improved boys’ writing achievement and reduced disparities.
Consistent and meaningful integration of te reo Māori and te ao Māori into teaching across the school.
Increased regular attendance.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students .
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
Provision for International Students
This section is about the quality of the provision of education for international students enrolled at the school.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self- review of its implementation of the Code.
At the time of this review there was one international student attending the school.
The school operates an established international student programme, primarily catering to short-stay students. The school does not offer homestay arrangements. An International Director has recently been appointed and now oversees all aspects of the international programme.
The international student reported receiving effective support for English language learning, described classroom teaching as supportive and responsive, and noted opportunities to participate in co-curricular activities.
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
9 December 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).