Rai Valley Area School
Composite · State
- Year levels
- not reported
- Total roll
- 103
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 6700 State Highway 6, Rai Valley
- Territorial authority
- Marlborough District
- Phone
- 03-5716016
- executive.officer@rai.school.nz
- Website
- http://www.rai.school.nz
- Directions
- Get directions
Other schools nearby: schools in Marlborough
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.
- School day starts
- 8:45am
Classes will start at 8:45am in 2026 and run until the usual time of 2:50pm
- 8:45am
- School day ends
- 2:50pm
Classes will start at 8:45am in 2026 and run until the usual time of 2:50pm
- 2:50pm
- Uniform
Not stated on the school’s website.
- Term dates
- Term 1, 2026: Monday 2nd February - Thursday 2nd April
TERM 1 BEGINS: Monday 2nd February Waitangi Day: Friday 6th February Term 1 ENDS: Thursday 2nd April
Year stated asTerm Dates 2026
- Term 2, 2026: Monday 20th April - Friday 3rd July
TERM 2 BEGINS: Monday 20th April King’s Birthday: Monday 1st June Matariki: Friday 10th July Term 2 ENDS: Friday 3rd July
Year stated asTerm Dates 2026
- Term 3, 2026: Monday 20th July - Friday 25th September
TERM 3 BEGINS: Monday 20th July Term 3 ENDS: Friday 25th September
Year stated asTerm Dates 2026
- Term 4, 2026: Monday 12th October - TBC
TERM 4 BEGINS: Monday 12th October Labour Day: Monday 26th October Marlborough Ann: Monday 2nd November Term 4 ENDS: TBC
Year stated asTerm Dates 2026
- Term 1, 2026: Monday 2nd February - Thursday 2nd April
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
- OUR VISION : Growing and Learning towards a great future
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 95
- Māori
- 13
- Pacific
- 1
- Asian
- 1
- MELAA
- 2
- 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 | 0 | 0 | 1 | 0 | 0 | 5 | 0 | 6 |
| Year 02 | 2 | 0 | 0 | 0 | 0 | 6 | 0 | 8 |
| Year 03 | 1 | 0 | 0 | 0 | 0 | 7 | 0 | 8 |
| Year 04 | 1 | 0 | 0 | 0 | 0 | 4 | 0 | 5 |
| Year 05 | 2 | 0 | 0 | 0 | 0 | 7 | 0 | 9 |
| Year 06 | 1 | 0 | 0 | 0 | 0 | 9 | 0 | 10 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 6 | 0 | 7 |
| Year 08 | 2 | 0 | 0 | 0 | 0 | 14 | 0 | 16 |
| Year 09 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Year 10 | 1 | 0 | 0 | 0 | 0 | 13 | 0 | 14 |
| Year 11 | 3 | 0 | 0 | 0 | 0 | 6 | 0 | 8 |
| Year 12 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 6 |
| Year 13+ | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 4 |
| Total | 17 | 0 | 1 | 0 | 0 | 87 | 0 | 104 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 1 | 0 | 0 | 5 | 0 | 6 |
| Age 06 | 2 | 0 | 0 | 0 | 0 | 5 | 0 | 7 |
| Age 07 | 1 | 0 | 0 | 0 | 0 | 8 | 0 | 9 |
| Age 08 | 1 | 0 | 0 | 0 | 0 | 4 | 0 | 5 |
| Age 09 | 2 | 0 | 0 | 0 | 0 | 7 | 0 | 9 |
| Age 10 | 1 | 0 | 0 | 0 | 0 | 9 | 0 | 10 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 6 |
| Age 12 | 1 | 0 | 0 | 0 | 0 | 12 | 0 | 13 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 7 | 0 | 8 |
| Age 14 | 1 | 0 | 0 | 0 | 0 | 10 | 0 | 11 |
| Age 15 | 3 | 0 | 0 | 0 | 0 | 7 | 0 | 9 |
| Age 16 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 6 |
| Age 17 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Age 19+ | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 17 | 0 | 1 | 0 | 0 | 87 | 0 | 104 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
77.8%
| Rai Valley Area School | 77.8% |
|---|---|
| Marlborough Region | 84.6% |
| Composite (Year 1-15) | 91.4% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 77.8% |
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
55.6%
| Rai Valley Area School | 55.6% |
|---|---|
| Marlborough Region | 73.8% |
| Composite (Year 1-15) | 86% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 55.6% |
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
33.3%
| Rai Valley Area School | 33.3% |
|---|---|
| Marlborough Region | 49.3% |
| Composite (Year 1-15) | 71.7% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 33.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
0%
| Rai Valley Area School | 0% |
|---|---|
| Marlborough Region | 12.2% |
| Composite (Year 1-15) | 16% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 0% |
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
66.7%
| Rai Valley Area School | 66.7% |
|---|---|
| Marlborough Region | 75.7% |
| Composite (Year 1-15) | 86.6% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 66.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Pacific | not reported |
|---|---|
| Female | not reported |
| Male | not reported |
| Māori | 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
0%
| Rai Valley Area School | 0% |
|---|---|
| Marlborough Region | 36.2% |
| Composite (Year 1-15) | 26.5% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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
8%
| Rai Valley Area School | 8% |
|---|---|
| Marlborough Region | 4% |
| Composite (Year 1-15) | 3.2% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 20.3% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | 0% |
| European/Pākehā | 10% |
| Total | 8% |
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
9.5%
| Rai Valley Area School | 9.5% |
|---|---|
| Marlborough Region | 1% |
| Composite (Year 1-15) | 1.2% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 23.7% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | 0% |
| European/Pākehā | 11.9% |
| Total | 9.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 490
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 31 January 1939
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
- 3
- Last reviewed
- 14 November 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (14 November 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 November 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 103 — 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.
October 2018
109
Counted while ERO’s review team was at the school. Education Review Office, report of 22 January 2019
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 14 November 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 twenty-four months of the Education Review Office and Rai Valley 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
Rai Valley Area School is located in Rai Valley in Marlborough. It provides education for students in Years 1 to 13. The RAI Way Values of Respect, Achieve and Inspire are a central part of the school operations. The school is part of the TOSI Area School Community of Learning.
Rai Valley Area School’s strategic priorities for improving outcomes for learners are to:
implement a curriculum framework that is designed to empower learners to grow their skills, interests, dispositions and passions
create an inclusive learning environment where learners have the power to act
provide engaging learning opportunities that will empower and inspire learners
foster authentic relationships through connection, understand and trust
build a culture of organisational renewal and transformation through rigorous reflection and self review.
You can find a copy of the school’s strategic and annual plan on Rai Valley Area School’s website.
ERO and the school are working together to evaluate how effectively literacy teaching practices are established and embedded across the school to improve learning writing outcomes for all learners, particularly those with diverse learning needs.
The rationale for selecting this evaluation is to:
address the low level of achievement in writing, especially for boys
prepare students for the new NCEA literacy requirements
build teacher capacity and consistency of practice across the school.
The school expects to see confident readers and writers, with improved literacy skills and increased achievement outcomes.
Strengths
The school can draw from the following strengths to support its goal to improve literacy teaching and learning:
the knowledge and skills of teaching staff to support positive outcomes for students
high levels of board support and resourcing to build teacher capacity and provide additional staffing to assist students’ learning
a school community that effectively supports students’ learning opportunities.
Where to next?
Moving forward, the school will prioritise:
ensuring regular allocated time for structured literacy programmes
regular evaluation of student progress to identify and address individual needs
providing appropriate professional learning opportunities to build a consistent approach across the school.
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
14 November 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/home
Read the full report on ero.govt.nz →
All 3 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).