Prebbleton School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 548
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Blakes Road, Prebbleton
- Territorial authority
- Selwyn District
- Phone
- 03-3496553
- admin@prebbleton.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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 452
- Māori
- 38
- Pacific
- 4
- Asian
- 90
- MELAA
- 15
- 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 | 9 | 2 | 14 | 1 | 1 | 59 | 0 | 75 |
| Year 02 | 11 | 3 | 12 | 1 | 0 | 64 | 0 | 73 |
| Year 03 | 5 | 3 | 20 | 1 | 0 | 59 | 0 | 80 |
| Year 04 | 7 | 1 | 19 | 1 | 1 | 50 | 0 | 69 |
| Year 05 | 6 | 1 | 8 | 1 | 1 | 50 | 0 | 59 |
| Year 06 | 10 | 1 | 13 | 1 | 0 | 63 | 0 | 80 |
| Year 07 | 7 | 0 | 10 | 4 | 0 | 51 | 0 | 63 |
| Year 08 | 2 | 1 | 6 | 1 | 2 | 50 | 0 | 59 |
| Total | 57 | 12 | 102 | 11 | 5 | 446 | 0 | 558 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 8 | 2 | 14 | 1 | 1 | 54 | 0 | 69 |
| Age 06 | 12 | 3 | 12 | 1 | 0 | 62 | 0 | 72 |
| Age 07 | 4 | 1 | 20 | 1 | 0 | 61 | 0 | 81 |
| Age 08 | 8 | 3 | 19 | 1 | 1 | 55 | 0 | 75 |
| Age 09 | 6 | 1 | 9 | 1 | 1 | 49 | 0 | 59 |
| Age 10 | 10 | 1 | 13 | 1 | 0 | 63 | 0 | 80 |
| Age 11 | 6 | 0 | 9 | 3 | 0 | 45 | 0 | 55 |
| Age 12 | 3 | 1 | 5 | 2 | 1 | 49 | 0 | 57 |
| Age 13 | 0 | 0 | 1 | 0 | 1 | 8 | 0 | 10 |
| Total | 57 | 12 | 102 | 11 | 5 | 446 | 0 | 558 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
5.9%
| Prebbleton School | 5.9% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 10.9% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 17.3% |
| Other | 0% |
| European/Pākehā | 3.8% |
| Total | 5.9% |
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%
| Prebbleton School | 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%
| Prebbleton School | 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)
- 379
- 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
- 28 April 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 28 April 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
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 548 — 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
512
Counted while ERO’s review team was at the school. Education Review Office, report of 19 February 2020
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 28 April 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
Prebbleton School is located on the outskirts of Christchurch and provides education for learners in Years 1 to 8. The school roll is approximately 550. European/ Pākehā made up the largest proportion of all learners and approximately 10% identified as Māori .
The school’s vision is for students to ‘Create, Think, Grow’. The values for teaching and learning are community/ hapori , excellence/ hiranga , curiosity/ wairoa auaha , and resilience/ manawaroa .
Progress since February 2020 ERO report
The previous ERO report identified the next step for the school was for leaders and teachers to continue to develop authentic, learning programmes to fully support the school’s vision and values.
The school now offers a rich and broad curriculum which reflects the school values and local contexts. Leaders and teachers developed and implemented the Prebbleton Pathway, a graduate profile based on the school values and effectively linked this to the Key Competencies of The New Zealand Curriculum . A structured literacy approach has been well embedded school wide. Teachers have meaningfully implemented the Aotearoa New Zealand Histories Curriculum.
How well placed is the school to promote educational success and wellbeing?
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 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 Most 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 approaching the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet 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 significantly 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.
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
Students learn in settled classrooms where teachers adapt learning and take a collaborative approach, using a range of effective strategies to effectively engage learners and meet their learning needs.
Students who have additional learning needs and/or abilities are identified, tracked and monitored and provided with appropriate support and challenge.
School leaders work collaboratively and effectively set and implement meaningful strategic direction. Leadership opportunities are distributed to teachers.
The school has embedded structured literacy practices across all year levels and is well placed to implement structured mathematics. The school curriculum is highly responsive to students’ interests, needs and abilities.
Teachers’ practice is effectively supported by access to a wide range of professional learning opportunities, robust appraisal and collaborative teaching.
The board and leaders use evidence from different sources, including community consultation and student achievement information, to evaluate and inform the school’s strategic direction, with a focus on continuous improvement.
Key priorities and actions for improvement
The agreed next steps for the school are to:
realign learning goals and progressions to reflect the new phases of The New Zealand Curriculum
extend teacher confidence and capability in the use of te reo Māori, tikanga Māori and te ao Māori to integrate it in learning programmes schoolwide
engage with the community to better understand attendance issues and develop shared processes to support students to regularly attend school and meet government targets.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
implement the realigned learning goals and progressions and use these to report to parents
leadership to provide further opportunities for staff to develop their confidence and capability in te reo Māori, tikanga Māori and te ao Māori
report on student attendance to the board; review the attendance plan, identify effective initiatives and plan actions for improvement for the next six months
Annually:
continue to use and report to the board student progress, achievement and wellbeing data to inform responsive decision making
monitor and report to the board on the school wide consistency of the use te reo Māori, tikanga Māori and te ao Māori in teaching and learning
report on student attendance to the board; evaluate the effectiveness of the attendance initiatives and develop a plan for the following year.
Actions taken against these next steps are expected to result in:
learning goals and progressions have been updated and are used to report to parents
increased consistency in staff confidence and school wide integration of te reo Māori, tikanga Māori and te ao Māori in teaching and learning
improved student attendance which meets government targets.
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 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 Director of Schools (Acting)
28 April 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).