Pleasant Point Primary School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 238
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 33 Halstead Road, Pleasant Point
- Territorial authority
- Timaru District
- Phone
- 03-6147832
- reception@pointprimary.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.
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
The School has a compulsory uniform.
- Required
- Where to buy the uniform
- Getting there
- Our bus service is run by Aoraki School Transport Network (ASTN).
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 225
- Māori
- 16
- Pacific
- 4
- Asian
- 6
- MELAA
- 1
- 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 | 1 | 0 | 0 | 21 | 0 | 24 |
| Year 02 | 1 | 1 | 1 | 1 | 0 | 32 | 0 | 33 |
| Year 03 | 5 | 0 | 1 | 0 | 0 | 33 | 0 | 33 |
| Year 04 | 0 | 0 | 0 | 0 | 2 | 15 | 0 | 17 |
| Year 05 | 3 | 2 | 2 | 0 | 0 | 42 | 0 | 46 |
| Year 06 | 2 | 0 | 2 | 0 | 0 | 27 | 0 | 28 |
| Year 07 | 4 | 0 | 1 | 0 | 2 | 32 | 0 | 38 |
| Year 08 | 3 | 0 | 2 | 0 | 0 | 30 | 0 | 33 |
| Total | 22 | 3 | 10 | 1 | 4 | 232 | 0 | 252 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 0 | 1 | 0 | 0 | 19 | 0 | 22 |
| Age 06 | 1 | 1 | 1 | 1 | 0 | 33 | 0 | 34 |
| Age 07 | 4 | 0 | 1 | 0 | 0 | 30 | 0 | 30 |
| Age 08 | 1 | 0 | 0 | 0 | 2 | 19 | 0 | 21 |
| Age 09 | 3 | 1 | 1 | 0 | 0 | 41 | 0 | 44 |
| Age 10 | 2 | 1 | 2 | 0 | 0 | 28 | 0 | 29 |
| Age 11 | 4 | 0 | 1 | 0 | 1 | 28 | 0 | 33 |
| Age 12 | 2 | 0 | 3 | 0 | 1 | 25 | 0 | 29 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 9 | 0 | 10 |
| Total | 22 | 3 | 10 | 1 | 4 | 232 | 0 | 252 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
11.7%
| Pleasant Point Primary School | 11.7% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 19.8% |
| Māori | 118% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 11.7% |
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
16.9%
| Pleasant Point Primary School | 16.9% |
|---|---|
| Canterbury Region | 3.7% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 28.4% |
| Māori | 172.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 16.9% |
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
8.6%
| Pleasant Point Primary School | 8.6% |
|---|---|
| Canterbury Region | 1.7% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 14.5% |
| Māori | 87.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 8.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 444
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 16 November 1858
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
- 2
- Last reviewed
- 5 March 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 5 March 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 5 March 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.
About the School
Pleasant Point Primary School is in South Canterbury and provides education for learners in Years 1 to 8. The roll is more than 280, drawing on the township and surrounding rural area. More than 80% of students are European/ Pakeha and just over 10% are Maōri . Learners and staff, supported by the community, focus on the school’s CARE values: Curious, Awesome, Respectful and Engaged . A new Principal has been appointed since the previous review.
Progress since June 2020 ERO report
For sustained improvement and future learner success, the following priorities for further development were identified:
using an effective evaluative framework to determine how well teaching and learning programmes impacted on student outcomes
extending analysis and reporting on achievement, including sufficiency, progress and acceleration of learning for all leaners working below or well below expectations
improving bicultural practices so they were more visible, and the learning environment experienced by students better supported their language, culture and identity.
A structured, evaluative framework has been put in place to track, monitor and analyse student outcomes. Through this process it is possible to determine the progress of learners, and target those who need additional support to meet curriculum expectations. The framework is being used effectively. Achievement is carefully analysed and reported regularly to the board and community. Effective systems are in place to assist with decisions, programmes and resourcing for students needing additional learning support. Bicultural practices have been developed; there is growing visibility of te ao Māori in the school’s curriculum and programmes.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? The school is working towards high levels of success and progress for all learners.
What is the quality of teaching and learning? Learners benefit from good 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 sufficient opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading A large majority of learners meet or exceed the expected curriculum level. Results are becoming more 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
The school is behind 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
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
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 Government reading, writing and mathematics and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.
Part B - Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Learners are engaged, express a strong sense of wellbeing, belonging and sound knowledge of the school’s CARE values.
Learners are provided with well-considered teaching programmes that enhance engagement and success.
Leadership is strategic and cohesive; leaders use data and evidence well to set, pursue and monitor goals that support learners’ progress.
As early adopters of structured literacy, the school has well considered planning underway to implement a structured mathematics programme.
The school’s curriculum provides appropriately for the acquisition of foundation skills, alongside a rich curriculum.
Teacher capability is systematically developed through targeted professional learning that builds knowledge and skills cohesively to benefit learners.
Sound processes are in place for the systematic analysis of data; this is used collaboratively to inform teaching practice and programmes which further improve outcomes for learners.
Key priorities and actions for improvement
The agreed next steps for the school are to:
extend use of the student management system to track, monitor and analyse learner achievement progress and outcomes, using it as the primary communication tool with families
take further steps to embed te ao Māori within and across the curriculum and culture of the school
make further sustained positive shifts in learner achievement, particularly in reading
continue to prioritise an increase in the regular attendance of learners and the decline of chronic absence.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
incorporate national changes and expectations within the school’s assessment framework
ensure teacher development that encourages and supports understanding and meaningful incorporation of te ao Māori across the curriculum
evaluate data to establish learner progress towards achievement targets, adjusting resourcing as needed to assist further progress
review and refine strategies in place to increase regular attendance for learners.
Annually:
use learner assessment data to strategically allocate resources, that assist with accelerated learning and progress
evaluate the effectiveness of professional development in building staff confidence in te ao Māori
review data and associated resourcing for assisting learners to meet or exceed curriculum expectations and outcomes
strategically plan and resource support for increased regular learner attendance.
Actions taken against these next steps are expected to result in:
comprehensive assessment data used to assist in setting strategic and annual goals that further improve outcomes for learners
cohesive, collaborative teaching practice that incorporates te ao Māori throughout curriculum delivery
sustained progress and achievement for all learners with accelerated improvements in reading
increased regular attendance of learners and further reductions in chronic absence.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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
Sharon Kelly Acting Director of Schools
5 March 2025
Education Counts
This 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 2 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).