Our Lady of the Assumption School (Chch)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 327
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 89 A Sparks Road, Hoon Hay, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3389503
- admin@ola.school.nz
- Website
- http://www.ola.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
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.
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.
- Uniform
- Required
This uniform can be worn over both the summer and winter seasons. - Monogrammed green polo top with white trim or a white shirt
- Required
- Where to buy the uniform
- https://www.mainlanduniforms.nz/45-our-lady-of-the-assumption
[viewed on their website](https://www.mainlanduniforms.nz/45-our-lady-of-the-assumption). The uniform can be purchased either online or in store at their Ilam Store, 376 Ilam Road.
- https://www.mainlanduniforms.nz/45-our-lady-of-the-assumption
- Term dates
- Term 1, 2026: Monday 2nd February – Thursday 2nd April
Term 1: Monday 2nd February – Thursday 2nd April.
Year stated asTeacher Only Days 2026
- Term 2, 2026: Monday 20th April – Friday 3rd July
Term 2: Monday 20th April – Friday 3rd July.
Year stated asTeacher Only Days 2026
- Term 3, 2026: Monday 20th July – Friday 25th September
Term 3: Monday 20th July – Friday 25th September.
Year stated asTeacher Only Days 2026
- Term 4, 2026: Monday 12th October – Tuesday 15th December
Term 4: Monday 12th October – Tuesday 15th December.
Year stated asTeacher Only Days 2026
- Term 1, 2026: Monday 2nd February – Thursday 2nd April
- How to enrol
- https://drive.google.com/file/d/1GJyKZVK4gR_PhaOUebevoRBUOkxQN7fi/view?usp=sharing
Click [here](https://drive.google.com/file/d/1GJyKZVK4gR_PhaOUebevoRBUOkxQN7fi/view?usp=sharing) for our pre-enrolment form
- https://drive.google.com/file/d/1GJyKZVK4gR_PhaOUebevoRBUOkxQN7fi/view?usp=sharing
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.
- Special character
- We are developing respectful, responsible, life-long learners who live their faith every day. Our Catholic Special Character infuses all that we do here at Our Lady of the Assumption School; how we pray, live and learn together and through this we aim to ‘communicate Christ and help to form Christ in the lives of others’.
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Kapa haka
Children from Y1 upwards can take part in Kapa haka.
- Chess Club
Chess Club Every week, an eager group of Chess players meet in Karoro with Mr Ward to practise and refine their Chess playing skills.
- Kapa haka
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 238
- Māori
- 35
- Pacific
- 18
- Asian
- 84
- MELAA
- 13
- Other
- 2
- 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 | 16 | 3 | 0 | 27 | 0 | 42 |
| Year 02 | 4 | 2 | 18 | 2 | 0 | 30 | 0 | 45 |
| Year 03 | 4 | 1 | 12 | 3 | 1 | 24 | 0 | 38 |
| Year 04 | 5 | 1 | 11 | 1 | 0 | 27 | 0 | 36 |
| Year 05 | 8 | 4 | 5 | 2 | 0 | 45 | 0 | 54 |
| Year 06 | 2 | 3 | 11 | 0 | 0 | 19 | 0 | 27 |
| Year 07 | 8 | 6 | 17 | 0 | 0 | 37 | 0 | 55 |
| Year 08 | 3 | 1 | 8 | 1 | 0 | 28 | 0 | 38 |
| Total | 38 | 18 | 98 | 12 | 1 | 237 | 0 | 335 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 0 | 15 | 3 | 0 | 24 | 0 | 38 |
| Age 06 | 4 | 2 | 14 | 2 | 0 | 28 | 0 | 40 |
| Age 07 | 5 | 1 | 15 | 2 | 1 | 27 | 0 | 43 |
| Age 08 | 4 | 1 | 12 | 2 | 0 | 28 | 0 | 38 |
| Age 09 | 8 | 4 | 6 | 2 | 0 | 40 | 0 | 49 |
| Age 10 | 1 | 3 | 10 | 0 | 0 | 21 | 0 | 28 |
| Age 11 | 8 | 5 | 8 | 0 | 0 | 34 | 0 | 43 |
| Age 12 | 3 | 2 | 16 | 1 | 0 | 29 | 0 | 48 |
| Age 13 | 1 | 0 | 2 | 0 | 0 | 6 | 0 | 8 |
| Total | 38 | 18 | 98 | 12 | 1 | 237 | 0 | 335 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Our Lady of the Assumption School (Chch) | 0% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| 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%
| Our Lady of the Assumption School (Chch) | 0% |
|---|---|
| Canterbury Region | 3.7% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| 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%
| Our Lady of the Assumption School (Chch) | 0% |
|---|---|
| Canterbury Region | 1.7% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| 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)
- 401
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 1957
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
- 22 March 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (22 March 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 same report — the board assurance report of 22 March 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.
The board 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 addressed 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 327 — 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.
November 2019
301
Counted while ERO’s review team was at the school. Education Review Office, report of 1 May 2020
August 2016
285
Counted while ERO’s review team was at the school. Education Review Office, report of 22 September 2016
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 22 March 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 8 months of the Education Review Office and Our Lady of the Assumption School (Chch) 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
Our Lady of the Assumption School (Chch) is a Catholic, year 0 to 8, co-educational school located in Christchurch. The school aims to support ‘children’s spiritual, physical, emotional, social and academic development within a loving community of faith’.
Our Lady of the Assumption School (Chch)’s strategic priorities for improving outcomes for learners are:
creating strong parish and school relationships
delivering best practice teaching and learning for tamariki
valuing and connecting with the school community.
You can find a copy of the school’s strategic and annual plan on Our Lady of the Assumption School (Chch)’s website.
ERO and the school are working together to evaluate the extent to which schoolwide teaching strategies and practices in mathematics support equity and excellence in learner engagement and achievement.
The rationale for selecting this evaluation is that the school:
has identified the need for improved achievement in mathematics and to increase equity for some learners
has an ongoing focus to ensure consistency in mathematics teaching strategies and practices
wants to know how well mathematics teaching strategies and practices are strengthening learner engagement and achievement across the school.
The school expects to see:
strengthened teacher capability and consistency in mathematics teaching and learning strategies
actively engaged and motivated learners who are challenged in their mathematical learning
more effective use of mathematics assessment to inform teaching and learning
increased equity and achievement in mathematics for all learners.
Strengths
The school can draw from the following strengths to support its goal to evaluate the extent to which schoolwide teaching strategies and practices in mathematics support equity and excellence in learner engagement and achievement:
A dedicated and committed leadership team, teachers and board that promote a positive and inclusive learning culture.
Useful school systems and processes that identify and support the individual needs of learners.
Ongoing professional learning that prioritises continuous improvement.
Where to next?
Moving forward the school will prioritise:
strengthening practices which promote learners’ knowledge and understanding of their own mathematical learning
enhancing engagement with whānau and families to better support mathematical learning at home
more effective use of mathematics assessment to inform teaching and learning and to evaluate the impact of consistent mathematical teaching strategies on learner progress, achievement and equity.
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
22 March 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).