Rāwhiti School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 521
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 150 Leaver Terrace, North New Brighton, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3889519
- admin@rawhiti.school.nz
- Website
- http://www.rawhiti.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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 396
- Māori
- 191
- Pacific
- 47
- Asian
- 36
- MELAA
- 6
- Other
- 1
- 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 | 38 | 10 | 7 | 2 | 0 | 60 | 0 | 79 |
| Year 02 | 24 | 8 | 4 | 0 | 0 | 57 | 0 | 67 |
| Year 03 | 22 | 5 | 7 | 1 | 0 | 60 | 0 | 72 |
| Year 04 | 23 | 1 | 4 | 0 | 0 | 47 | 0 | 60 |
| Year 05 | 33 | 9 | 7 | 0 | 0 | 57 | 0 | 79 |
| Year 06 | 19 | 6 | 2 | 1 | 0 | 47 | 0 | 56 |
| Year 07 | 28 | 8 | 5 | 0 | 0 | 53 | 0 | 78 |
| Year 08 | 28 | 7 | 4 | 0 | 0 | 45 | 0 | 65 |
| Total | 215 | 54 | 40 | 4 | 0 | 426 | 0 | 556 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 29 | 9 | 6 | 2 | 0 | 47 | 0 | 66 |
| Age 06 | 31 | 7 | 3 | 0 | 0 | 62 | 0 | 69 |
| Age 07 | 20 | 6 | 8 | 1 | 0 | 58 | 0 | 72 |
| Age 08 | 25 | 2 | 4 | 0 | 0 | 52 | 0 | 66 |
| Age 09 | 32 | 9 | 5 | 0 | 0 | 53 | 0 | 72 |
| Age 10 | 22 | 6 | 5 | 0 | 0 | 52 | 0 | 63 |
| Age 11 | 22 | 8 | 5 | 1 | 0 | 44 | 0 | 65 |
| Age 12 | 29 | 7 | 4 | 0 | 0 | 47 | 0 | 68 |
| Age 13 | 5 | 0 | 0 | 0 | 0 | 11 | 0 | 15 |
| Total | 215 | 54 | 40 | 4 | 0 | 426 | 0 | 556 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
59.6%
| Rāwhiti School | 59.6% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 18.9% |
|---|---|
| Male | 96.2% |
| Māori | 117.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 52.3% |
| Total | 59.6% |
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
4.4%
| Rāwhiti School | 4.4% |
|---|---|
| Canterbury Region | 3.7% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 8.3% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 6% |
| Total | 4.4% |
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
4.5%
| Rāwhiti School | 4.5% |
|---|---|
| Canterbury Region | 1.7% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 8.4% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 6.1% |
| Total | 4.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 478
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Major urban area
- Date opened
- 26 January 2015
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
- 12 December 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 12 December 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for students in Years 1 to 8
- Years 1 to 8
- Bilingual or immersion provision
- Bilingual unit providing te reo Māori and English instruction
The school has a bilingual unit that provides dual learning opportunities in te reo Māori and English language instruction
- Bilingual unit providing te reo Māori and English instruction
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 521 — 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.
April 2019
534
Counted while ERO’s review team was at the school. Education Review Office, report of 17 June 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 12 December 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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the School
Rāwhiti School provides education for students in Years 1 to 8. The current school roll of 570 shows 51% of learners are New Zealand European/ Pakeha , 38% are Māori , 6% are Pacific and 5% are Asian. The school has a bilingual unit that provides dual learning opportunities in te reo Māori and English language instruction.
The school’s vision of Rising above the ordinary: learning that transforms lives and communities - E ara ake ana i te ūruhi is underpinned by the values of Tapatahi / Resilience, Wairuatanga / Integrity, Angitu / Success, Manaakitanga / Empathy.
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
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, mathematics and pānui, tuhituhi, pāngarau .
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 foundational skills in literacy, mathematics, te reo matatini and pāngarau . 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 section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%
Reading Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A large majority of 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 becoming more equitable for all groups of learners.
Rumaki/Reo Rua
Reading A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are 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
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The small majority of learners attend school regularly.
The school is behind 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
This section is about how the school assesses learner progress and achievement.
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
This section is about how well the school supports all learners to make sufficient 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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.
Rumaki/Reo Rua Outcomes and Conditions to Support Learners Success
This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki/Reo Rua classroom/s within in English medium schools.
Learner success and wellbeing
Ākonga in Ata Hāpara engage with authentic cultural practices that enrich their learning, strengthening connections between their identity, curriculum experiences, and the aspirations of their whānau .
Ākonga in Ata Hāpara learn in an environment where tuakana-teina relationships are actively fostered and te reo Māori is valued.
Tamariki thrive in Ata Hāpara through learning environments enriched by strong relationships with whānau and mana whenua , grounded in whakapapa , shared values, and inclusive decision-making.
Conditions to support learner success
Te ao Māori practices and approaches ensures that learning is culturally grounded, relevant and responsive to tamariki and their whānau .
Ākonga needs are holistically identified through culturally responsive planning that builds confidence, reflects whānau aspirations and contributes to meaningful learning experiences.
Purposeful whānau involvement in governance and daily learning, supported by open-door practices and consistent communication, fosters belonging, continuity, and shared aspirations.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of Strength
All learners are supported to progress and achieve very well in reading, writing and mathematics; this enables them to access a broad and rich curriculum.
Learners’ strong sense of belonging, wellbeing and pride in their school is evident; they experience a positive, inclusive and supportive learning environment that celebrates their cultures, languages and identities.
A deeply embedded and collective understanding of Te Tiriti o Waitangi principles is demonstrated through strategic direction that values teacher expertise and active participation.
A strong school-wide culture of collaboration supports leaders and teaching staff to systematically reflect on and adapt their practice to improve teaching and learning and positively impact learner outcomes.
Structured literacy is well-embedded across the school; leaders and teaching staff are refining mathematics teaching approaches to reflect new curriculum initiatives.
A targeted, well-planned approach to staff professional development is purposely implemented for ongoing improvement to teaching and learning programmes.
Key priorities
Further develop effective teaching practices that enable learners to identify what their next learning steps are and how to go about achieving these.
Enhance teachers shared understanding and use of assessment and moderation practices to inform teaching and learning programmes aligned with the refreshed English and mathematics curriculum.
Build on partnerships with mana whenua, using the skills and local knowledge they bring to further support and enhance learning programmes.
Improve student regular attendance to meet Government attendance targets.
Support staff and whānau to co-design a clear and measurable progression framework that monitors the development of te reo me ōna tikanga , aligned to the unique values of Te Ata Hāpara .
Actions to bring about improvement
Within six months:
leaders and teachers review ongoing changes to the curriculum and refine planning, teaching and assessment practices to develop a shared understanding of learning programmes
leadership and kaiako begin discussions with whānau to explore their aspirations for their tamariki in bilingual education
Every six months:
teachers review, moderate and analyse student achievement information, including feedback from learners, to further inform next learning steps
the School Board and leaders meet and work alongside whānau and mana whenua to sustain active participation in the planning and decision-making of the school
the School Board and leaders review and analyse shifts in attendance data and evaluate the impact of strategies to improve learner attendance
Annually:
leaders evaluate and report on the impact of changes in teaching practice, using observation, learner feedback, and outcome analysis to help the School Board set strategic and annual priorities
the School Board and leaders consult with whānau , community and mana whenua on the school’s strategic direction, resourcing decisions and curriculum development
the School Board and leaders report to the community on the impact of strategies to improve learner attendance and refine strategies to improve regular attendance
leadership and kaiako review the Level 2 curriculum to ensure it aligns with the graduate profile of Ata Hāpara to enhance learning outcomes for ākonga .
Expected outcomes
Improved achievement outcomes for learners.
Learners are active participants in their own learning and can talk about their next steps and what they have achieved.
A well-aligned curriculum and effective use of assessment and achievement information to inform teaching approaches, strategic planning and reporting.
Improved and sustained rates of regular attendance that meet Government targets.
Strengthened ākonga capability to learn and communicate through te reo Māori .
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements.
Board Assurance with Regulatory and Legislative Requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
The next public report on ERO’s website will be a School Report and is due within four 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 Sharee Hemingway Director of Schools Director of Ākonga Māori
12 December 2025
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).