Oxford Area School
Composite · State
- Year levels
- not reported
- Total roll
- 469
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 52 Bay Road, Oxford
- Territorial authority
- Waimakariri District
- Phone
- 03-3124197
- info@oxford.school.nz
- Website
- http://www.oxford.school.nz
- Directions
- Get directions
Other schools nearby: schools in Canterbury
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
All Year 1-12 students are expected to be in correct school uniform.
- Required
- Where to buy the uniform
- https://www.mainlanduniforms.nz/102-oxford-area-school
Our uniform suppliers are Senior (Year 7-12) Uniform Supplier – [Mainland Uniforms](https://www.mainlanduniforms.nz/102-oxford-area-school), Wairakei Road, Christchurch and Junior (Year 1-6) Uniform Supplier – The Warehouse, Rangiora.
- https://www.mainlanduniforms.nz/102-oxford-area-school
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
- We identify the bright shining stars in the Oxford night sky as being something unique to us. Our vision has three connected parts
- 1. Grow together
- Thriving & Connected Communities
- 2. Learn together
- Pioneering & Collaborative Learning
- 3. Shine together
- Courage, Success & Pride
- International students
- Accepted, as stated
We have low numbers of international students, ensuring they are valued for the diversity they bring to the community.
- Accepted, as stated
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
- Netball
from traditional choices like Netball and Basketball, to activities such as Cross country and Snow sports
- Basketball
from traditional choices like Netball and Basketball, to activities such as Cross country and Snow sports
- Cross country
from traditional choices like Netball and Basketball, to activities such as Cross country and Snow sports
- Snow sports
from traditional choices like Netball and Basketball, to activities such as Cross country and Snow sports
- Athletics
including popular options like Athletics and Swimming. They may also explore less traditional summer sports, such as Dragon boating and Multi-Sport.
- Swimming
including popular options like Athletics and Swimming. They may also explore less traditional summer sports, such as Dragon boating and Multi-Sport.
- Dragon boating
including popular options like Athletics and Swimming. They may also explore less traditional summer sports, such as Dragon boating and Multi-Sport.
- Multi-Sport
including popular options like Athletics and Swimming. They may also explore less traditional summer sports, such as Dragon boating and Multi-Sport.
- Equestrian
students have the chance to try sports like Equestrian
- Netball
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 412
- Māori
- 54
- Pacific
- 3
- Asian
- 33
- MELAA
- 9
- Other
- 0
- International
- 7
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 | 3 | 0 | 2 | 0 | 0 | 27 | 0 | 30 |
| Year 02 | 5 | 0 | 1 | 0 | 0 | 21 | 0 | 25 |
| Year 03 | 5 | 1 | 2 | 0 | 0 | 22 | 0 | 25 |
| Year 04 | 6 | 0 | 1 | 1 | 0 | 20 | 0 | 27 |
| Year 05 | 2 | 0 | 3 | 0 | 0 | 27 | 0 | 30 |
| Year 06 | 4 | 0 | 1 | 0 | 0 | 33 | 0 | 36 |
| Year 07 | 11 | 1 | 2 | 0 | 0 | 44 | 0 | 51 |
| Year 08 | 6 | 1 | 6 | 1 | 0 | 42 | 0 | 53 |
| Year 09 | 6 | 1 | 6 | 1 | 1 | 42 | 0 | 50 |
| Year 10 | 8 | 1 | 3 | 1 | 0 | 42 | 0 | 50 |
| Year 11 | 7 | 1 | 3 | 0 | 0 | 39 | 4 | 49 |
| Year 12 | 7 | 2 | 3 | 1 | 0 | 42 | 1 | 53 |
| Year 13+ | 8 | 1 | 1 | 1 | 0 | 34 | 3 | 43 |
| Total | 78 | 9 | 34 | 6 | 1 | 435 | 8 | 522 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 0 | 2 | 0 | 0 | 23 | 0 | 26 |
| Age 06 | 3 | 0 | 1 | 0 | 0 | 25 | 0 | 27 |
| Age 07 | 5 | 1 | 2 | 0 | 0 | 20 | 0 | 24 |
| Age 08 | 8 | 0 | 1 | 0 | 0 | 20 | 0 | 28 |
| Age 09 | 2 | 0 | 3 | 1 | 0 | 25 | 0 | 28 |
| Age 10 | 3 | 0 | 0 | 0 | 0 | 34 | 0 | 35 |
| Age 11 | 10 | 0 | 3 | 0 | 0 | 37 | 0 | 45 |
| Age 12 | 6 | 2 | 4 | 0 | 0 | 41 | 0 | 49 |
| Age 13 | 6 | 1 | 6 | 2 | 0 | 42 | 0 | 51 |
| Age 14 | 9 | 1 | 5 | 0 | 1 | 43 | 0 | 53 |
| Age 15 | 6 | 1 | 1 | 1 | 0 | 39 | 0 | 42 |
| Age 16 | 8 | 1 | 2 | 0 | 0 | 41 | 4 | 53 |
| Age 17 | 8 | 2 | 1 | 2 | 0 | 42 | 2 | 52 |
| Age 18 | 1 | 0 | 2 | 0 | 0 | 3 | 2 | 8 |
| Age 19+ | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Total | 78 | 9 | 34 | 6 | 1 | 435 | 8 | 522 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
87.3%
| Oxford Area School | 87.3% |
|---|---|
| Canterbury Region | 87.1% |
| Composite (Year 1-15) | 91.4% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 85.2% |
|---|---|
| Male | 89.3% |
| Māori | 88.9% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 87.5% |
| Total | 87.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 1 data (2023-2025)
Percentage with NCEA level 2 or above — 2025
81.8%
| Oxford Area School | 81.8% |
|---|---|
| Canterbury Region | 79.6% |
| Composite (Year 1-15) | 86% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 77.8% |
|---|---|
| Male | 85.7% |
| Māori | 77.8% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 83.3% |
| Total | 81.8% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 2 data (2023-2025)
Percentage with NCEA level 3 or above — 2025
50.9%
| Oxford Area School | 50.9% |
|---|---|
| Canterbury Region | 59% |
| Composite (Year 1-15) | 71.7% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 44.4% |
|---|---|
| Male | 57.1% |
| Māori | 44.4% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 54.2% |
| Total | 50.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
7.3%
| Oxford Area School | 7.3% |
|---|---|
| Canterbury Region | 13.7% |
| Composite (Year 1-15) | 16% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 11.1% |
|---|---|
| Male | 3.6% |
| Māori | 0% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 8.3% |
| Total | 7.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison Vocational Pathway data (2023-2025)
Retention
Percentage staying until at least 17th birthday — 2025
81.8%
| Oxford Area School | 81.8% |
|---|---|
| Canterbury Region | 83.6% |
| Composite (Year 1-15) | 86.6% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 70.4% |
|---|---|
| Male | 92.9% |
| Māori | 66.7% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 83.3% |
| Total | 81.8% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
29.2%
| Oxford Area School | 29.2% |
|---|---|
| Canterbury Region | 38.3% |
| Composite (Year 1-15) | 26.5% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 19.3% |
|---|---|
| Male | 40.4% |
| Māori | 65.2% |
| Pacific | 146.7% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 24.6% |
| Total | 29.2% |
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
8.2%
| Oxford Area School | 8.2% |
|---|---|
| Canterbury Region | 3.7% |
| Composite (Year 1-15) | 3.2% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 6.2% |
|---|---|
| Male | 10.6% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 9.7% |
| Total | 8.2% |
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
2%
| Oxford Area School | 2% |
|---|---|
| Canterbury Region | 1.7% |
| Composite (Year 1-15) | 1.2% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 3.6% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 2.3% |
| Total | 2% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 465
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1872
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
- 5
- Last reviewed
- 7 June 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (7 June 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 7 June 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.
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 469 — 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.
February 2018
478
Counted while ERO’s review team was at the school. Education Review Office, report of 18 May 2018
March 2014
551
Counted while ERO’s review team was at the school. Education Review Office, report of 19 May 2014
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 7 June 2023 — “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 24 months of the Education Review Office and Oxford Area 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
Oxford Area School is a rural school in Oxford, North Canterbury catering for students in Years 1 to 15.
Oxford Area School’s strategic priorities for improving outcomes for learners are to:
nurture meaningful connections and strengthen relationships with family, school, community and the world
flourish in authentic learning by utilising the available expertise and knowledge
empower learners to be risk takers and to seek excellence in all they do
celebrate achievements to foster pride in ourselves, each other and the school.
You can find a copy of the school’s strategic and annual plan on Oxford Area School’s website.
ERO and the school are working together to evaluate the extent to which the implementation of learning design cycles and associated professional development, lead to positive outcomes for students in terms of equity and excellence in student achievement in reading, writing, mathematics and NCEA.
The rationale for selecting this evaluation is:
the school has established targets for accelerating the achievement of students who are identified as being at risk of not achieving at the expected curriculum level in reading, writing, mathematics and NCEA
curriculum design and delivery is a focus for professional development.
The school expects to see improved outcomes of equity and excellence in student achievement in reading, writing, mathematics and NCEA.
Strengths
The school can draw from the following strengths to support its goal to implement learning design cycles to strengthen outcomes for students in terms of equity and excellence in student achievement in reading, writing, mathematics and NCEA:
Teachers share high, clear and equitable expectations for student learning, achievement and progress.
Internal evaluation practices support the gathering, analysis and use of data to improve individual and collective practice.
Where to next?
Moving forward, the school will prioritise:
using evaluative thinking and practices to ensure it meets the needs of all learners by delivering a responsive curriculum
continuing to monitor and track outcomes for students in terms of equity and excellence in reading, writing, mathematics and NCEA.
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
7 June 2023
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/hom e
Read the full report on ero.govt.nz →
All 5 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).