Riccarton High School
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 1,103
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 31 Vicki Street, Sockburn, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3485073
- info@riccarton.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
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 students must wear the full and correct uniform – including footwear – at school, to and from school, and when representing the school.
- Required
- Where to buy the uniform
- https://riccarton.nzuniforms.com/
Uniforms can be purchased [online](https://riccarton.nzuniforms.com/) or in-store at NZ Uniforms, 455 Blenheim Road, Christchurch – just down the road from school (opposite the Z service station on the corner of Curletts Road and Blenheim Road).
- https://riccarton.nzuniforms.com/
- Getting there
- School Route 671 from Burnham to Upper Riccarton Schools and School Route 772 from Halswell to Upper Riccarton Schools (Environment Canterbury Metro school services)
An update from Environment Canterbury Key changes to School Route 671 from Burnham to Upper Riccarton Schools - To become more direct the morning route has been re-routed onto Waterloo Rd instead of Main South Rd. - The timetable will remain the same Key changes to School Route 772 from Halswell to Upper Riccarton Schools - Updated timetable to better suit school finish times - Riccarton High School will be removed from the afternoon service as the schedule cannot be changed to suit the latest change in school finish times. - Riccarton High School students travelling to Halswell are advised to take Route 100 instead. - The afternoon trip will now travel via Blenheim Road after Middleton Grange, and through Wigram. Please see map for details.
- School Route 671 from Burnham to Upper Riccarton Schools and School Route 772 from Halswell to Upper Riccarton Schools (Environment Canterbury Metro school services)
- How to enrol
- https://riccarton.school.kiwi/enrolment
please complete [our online enrolment form](https://riccarton.school.kiwi/enrolment)
- https://riccarton.school.kiwi/enrolment
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 Te Wairua o Pūtaringamotu values of Kairangi (excellence), Manaakitanga (respect), Ngākaupono (honesty), and Manawanui (commitment) are woven throughout everything we do at our kura, and we embody them through our Riccarton Wairua.
- International students
- Accepted, as stated
The New Zealand Qualifications Authority no longer charges an NCEA exam fee for years 11 – 13s. Only international students are required to pay for this.
- 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
- Volleyball
Volleyball is one of Riccarton’s strongest sports, winning many Canterbury titles over the years.
- cricket
Riccarton offers cricket for boys and girls from Years 9-13.
- Touch Rugby
Touch Rugby Touch has been one of Riccarton’s stronger sports in recent times.
- Ultimate Frisbee
Ultimate Frisbee is a summer sport played in Terms one and four.
- Rock climbing
Rock climbing is a year-round sport, but students can choose to do it term by term.
- Softball
Softball is growing here at Riccarton
- Tennis
Tennis is played over the summer in Terms one and four.
- Korfball
Korfball We have both Junior and Senior teams that compete in our local “MIXX” competition played on Friday evenings in Term 1 and 4.
- Ki O Rahi
Ki O Rahi is a fast-emerging game with traditional Māori roots.
- jazz band
Many groups, such as jazz band, chorale, choir, concert band and chamber groups meet and perform regularly.
- chorale
Many groups, such as jazz band, chorale, choir, concert band and chamber groups meet and perform regularly.
- choir
Many groups, such as jazz band, chorale, choir, concert band and chamber groups meet and perform regularly.
- concert band
Many groups, such as jazz band, chorale, choir, concert band and chamber groups meet and perform regularly.
- chamber groups
Many groups, such as jazz band, chorale, choir, concert band and chamber groups meet and perform regularly.
- annual Music Extravaganza
Riccarton holds an annual Music Extravaganza where students can play, sing or help backstage.
- theatre-sports
including theatre-sports, Shakespeare festivals and major school productions
- Shakespeare festivals
including theatre-sports, Shakespeare festivals and major school productions
- major school productions
including theatre-sports, Shakespeare festivals and major school productions
- backstage work (lighting, sound, etc)
Riccarton has a group of students who are trained in backstage work (lighting, sound, etc) and help out with school assemblies and events.
- Pasifika
Performance groups including Pasifika, Kapa Haka, Filipino, Indian, and Chinese perform at both school and community events.
- Kapa Haka
Performance groups including Pasifika, Kapa Haka, Filipino, Indian, and Chinese perform at both school and community events.
- Filipino
Performance groups including Pasifika, Kapa Haka, Filipino, Indian, and Chinese perform at both school and community events.
- Indian
Performance groups including Pasifika, Kapa Haka, Filipino, Indian, and Chinese perform at both school and community events.
- Chinese
Performance groups including Pasifika, Kapa Haka, Filipino, Indian, and Chinese perform at both school and community events.
- CultureFest
Riccarton holds an annual CultureFest where our students can perform, or help organise.
- annual dance show
Riccarton also holds an annual dance show where our students perform.
- Volleyball
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 371
- Māori
- 110
- Pacific
- 91
- Asian
- 584
- MELAA
- 76
- Other
- 15
- International
- 39
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 09 | 27 | 24 | 107 | 6 | 2 | 70 | 2 | 210 |
| Year 10 | 29 | 19 | 101 | 14 | 4 | 89 | 2 | 224 |
| Year 11 | 22 | 16 | 125 | 7 | 4 | 79 | 10 | 234 |
| Year 12 | 21 | 21 | 120 | 16 | 2 | 77 | 20 | 244 |
| Year 13+ | 20 | 16 | 99 | 4 | 4 | 94 | 9 | 220 |
| Total | 119 | 96 | 552 | 47 | 16 | 409 | 43 | 1132 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 13 | 25 | 18 | 82 | 6 | 2 | 59 | 2 | 172 |
| Age 14 | 25 | 20 | 107 | 9 | 4 | 77 | 2 | 214 |
| Age 15 | 26 | 17 | 105 | 10 | 4 | 88 | 5 | 219 |
| Age 16 | 19 | 19 | 119 | 16 | 1 | 81 | 11 | 237 |
| Age 17 | 17 | 18 | 99 | 5 | 5 | 72 | 18 | 208 |
| Age 18 | 7 | 4 | 37 | 1 | 0 | 27 | 4 | 73 |
| Age 19+ | 0 | 0 | 3 | 0 | 0 | 5 | 1 | 9 |
| Total | 119 | 96 | 552 | 47 | 16 | 409 | 43 | 1132 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
87.4%
| Riccarton High School | 87.4% |
|---|---|
| Canterbury Region | 87.1% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 90.4% |
|---|---|
| Male | 84.1% |
| Māori | 84.6% |
| Pacific | 75% |
| Asian | 88.9% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 89.9% |
| Total | 87.4% |
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
75.2%
| Riccarton High School | 75.2% |
|---|---|
| Canterbury Region | 79.6% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 80.9% |
|---|---|
| Male | 69.2% |
| Māori | 69.2% |
| Pacific | 75% |
| Asian | 75.8% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 77.8% |
| Total | 75.2% |
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
55.4%
| Riccarton High School | 55.4% |
|---|---|
| Canterbury Region | 59% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 67% |
|---|---|
| Male | 43% |
| Māori | 46.2% |
| Pacific | 31.3% |
| Asian | 52.5% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 66.7% |
| Total | 55.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
10.8%
| Riccarton High School | 10.8% |
|---|---|
| Canterbury Region | 13.7% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 15.7% |
|---|---|
| Male | 5.6% |
| Māori | 11.5% |
| Pacific | 12.5% |
| Asian | 6.1% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 15.2% |
| Total | 10.8% |
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
87.4%
| Riccarton High School | 87.4% |
|---|---|
| Canterbury Region | 83.6% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 89.6% |
|---|---|
| Male | 85% |
| Māori | 69.2% |
| Pacific | 87.5% |
| Asian | 92.9% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 84.8% |
| Total | 87.4% |
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
14.9%
| Riccarton High School | 14.9% |
|---|---|
| Canterbury Region | 38.3% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 10.6% |
|---|---|
| Male | 19.6% |
| Māori | 32.8% |
| Pacific | 19.8% |
| Asian | 5.1% |
| Other | 0% |
| European/Pākehā | 23.8% |
| Total | 14.9% |
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
6.3%
| Riccarton High School | 6.3% |
|---|---|
| Canterbury Region | 3.7% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 1.9% |
|---|---|
| Male | 11% |
| Māori | 15.3% |
| Pacific | 5.3% |
| Asian | 3.1% |
| Other | 15.7% |
| European/Pākehā | 6% |
| Total | 6.3% |
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
1.8%
| Riccarton High School | 1.8% |
|---|---|
| Canterbury Region | 1.7% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 3.7% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 4.5% |
| Total | 1.8% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 440
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 3 February 1958
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
- 4
- Last reviewed
- 9 July 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (9 July 2024)
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 9 July 2024 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 1103 — 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.
August 2018
1131
Counted while ERO’s review team was at the school. Education Review Office, report of 29 October 2018
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 9 July 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
Riccarton High School is a co-educational secondary school for students in Years 9 to 13. The school’s vision for learners is that they will be achieving, independent, lifelong learners who are caring, responsible, involved, and globally connected citizens. A specialist classroom provides for students receiving ongoing resourcing support funding. The school has been undergoing a significant property redevelopment.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Students increasingly have positive learning outcomes.
Most school leavers attain National Certificate of Educational Achievement (NCEA) Level 2, about half attain NCEA Level 3 and a smaller proportion gain University Entrance; further work is needed to improve equity for Māori leavers in the attainment of national qualifications.
At all year levels, students who are learning English as a second language make good progress in their language learning; some junior students needing support to gain foundation skills in literacy are well supported through targeted programmes that accelerate their learning.
Students on pathways to employment and vocational training are well supported to transition successfully to these post-school settings.
The majority of students attend school regularly, although not yet at levels recommended by the Ministry of Education; the school works proactively with students and their families to support engagement.
Conditions to support learner success
Leadership sets and pursues school improvement priorities focused on meeting the diverse needs of students and fostering an inclusive school community.
School leaders recognise, affirm and value the many different identities, abilities, languages and cultures of learners and resource staffing, programmes and practices for the success and inclusion of learners and their families.
Leaders foster relational trust and communication across the school community and this supports increasing levels of collaboration, improvement and innovation.
Leadership is developing evaluative practices to know about the impact of strategies to improve student outcomes and the effectiveness of curriculum and teaching.
Curriculum and teaching are increasingly responsive to the needs, aspirations, cultures and identities of students.
The curriculum increasingly reflects local contexts in a way that students can see themselves, their identity and culture; teachers are beginning to integrate throughout the curriculum, shared understandings of local history and mātauranga Māori, te reo Māori and tikanga Māori.
School-wide strategies and programmes that support students to gain sound foundation skills in literacy and mathematics are strengthening; effective collection, analysis and use of Years 9 and 10 assessment information to inform teaching and evaluate the impact of initiatives is a next step.
Innovative teaching practice is evident and many different approaches engage learners and foster their self-management skills; leaders and teachers are collaboratively developing a set of expectations for effective teaching practices that respond to learners’ needs and cultures.
Key school systems, processes and practices support positive outcomes for learners and ongoing school improvement.
Teachers and school staff provide relevant and useful information and support to parents and whānau , including migrant families, so they can understand and foster their young person’s learning pathways into, through and beyond school.
The school works closely with contributing schools to get to know prospective learners and to plan for and support their positive transitions into school .
The school has responded to the aspirations of students and their families by strengthening the provision of programmes and partnerships with employers and tertiary providers that prepare and link students to work and further study.
The board effectively represents, serves and works with the school community, including mana whenua , to develop the school’s vision, values, strategic direction and improvement priorities related to student learning wellbeing achievement and progress.
Part B: Where to next?
The agreed next steps for the school are to:
improve equity in retention, engagement and achievement for Māori learners through a focus on relationships, high expectations and responsiveness to whānau and rangatahi aspirations
continue to implement school-wide strategies to improve literacy and numeracy learning and raise NCEA literacy and numeracy achievement
develop and use the school’s expectations for effective, culturally responsive and inclusive teaching to better support consistent teaching practice and to foster learners’ learning and self-management skills
strengthen evaluation processes, including through the collection and analysis of a range of evidence, to better know about how well strategic priorities have been implemented and what impact they have had on learner outcomes.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
in collaboration with key stakeholders, develop an action plan to improve Māori student retention, engagement and achievement
strengthen processes for collecting and analysing assessment information in Years 9 and 10, particularly for literacy and numeracy, and using this information to inform planning, teaching and strategic decision-making
continue to provide teachers with professional learning on evidence-based practices to support literacy and numeracy learning
confirm the school’s expectations for effective, culturally responsive and inclusive teaching and incorporate this in planning for the revised Year 9 and 10 curriculum.
Annually:
using a range of evidence, evaluate the effectiveness of strategies for improving engagement, progress, and achievement for Māori learners and raising literacy and numeracy achievement and use this to refine and inform goals and future planning
monitor implementation of key strategies to know about what is working and what is getting in the way of progress
embed the school’s expectations for teaching and learning in school curriculum and professional capability building systems to better know about the consistency and quality of teaching.
Actions taken against these next steps are expected to result in:
improved equity in retention, engagement and achievement for Māori learners
junior students making appropriate progress in literacy and numeracy learning and an increasing proportion of school leavers attaining the NCEA literacy and numeracy requirements
learners experiencing effective, culturally responsive and inclusive teaching that supports their access to, engagement with and success in learning.
teachers confidently and capably implementing the school’s expectations for effective, culturally responsive and inclusive teaching and school leaders knowing about the quality of teaching, areas for professional development and impact for learners.
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.
Shelley Booysen Director of Schools
9 July 2024
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 4 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).