Rolleston School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 728
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 11 Tennyson Street, Rolleston
- Territorial authority
- Selwyn District
- Phone
- 03-3478355
- admin@rolleston.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
Regulation uniform must be worn by students.
- Required
- Term dates
- Term 1, 2026: Monday 2nd February – Thursday 2nd April
Monday 2nd February – Thursday 2nd April.
Year stated asTerm Dates 2026
- Term 2, 2026: Monday 20th April – Friday 3rd July
Monday 20th April – Friday 3rd July.
Year stated asTerm Dates 2026
- Term 3, 2026: Monday 20th July – Friday 25th September
Term 3 Monday 20th July – Friday 25th September.
Year stated asTerm Dates 2026
- Term 4, 2026: Monday 12th October – Thursday 17th December
Term 4 Monday 12th October – Thursday 17th December
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
- E Tū Tāngata – Stand Together
- At Te Ahi Kaikōmako Rolleston School we recognise that: Others Matter, You Have Value and We Succeed Together.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 577
- Māori
- 95
- Pacific
- 41
- Asian
- 129
- MELAA
- 32
- Other
- 4
- 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 | 12 | 9 | 14 | 4 | 2 | 62 | 0 | 78 |
| Year 02 | 11 | 2 | 14 | 3 | 1 | 74 | 0 | 89 |
| Year 03 | 10 | 5 | 13 | 7 | 1 | 67 | 0 | 86 |
| Year 04 | 12 | 5 | 18 | 1 | 1 | 59 | 0 | 78 |
| Year 05 | 8 | 7 | 19 | 2 | 0 | 78 | 0 | 96 |
| Year 06 | 7 | 3 | 13 | 5 | 0 | 83 | 0 | 97 |
| Year 07 | 13 | 7 | 15 | 7 | 0 | 92 | 0 | 118 |
| Year 08 | 7 | 3 | 11 | 4 | 0 | 71 | 0 | 87 |
| Total | 80 | 41 | 117 | 33 | 5 | 586 | 0 | 729 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 11 | 8 | 13 | 3 | 2 | 52 | 0 | 68 |
| Age 06 | 11 | 2 | 15 | 3 | 1 | 72 | 0 | 86 |
| Age 07 | 10 | 6 | 13 | 6 | 1 | 72 | 0 | 91 |
| Age 08 | 11 | 5 | 15 | 2 | 1 | 60 | 0 | 76 |
| Age 09 | 10 | 5 | 21 | 3 | 0 | 75 | 0 | 96 |
| Age 10 | 7 | 5 | 11 | 4 | 0 | 91 | 0 | 102 |
| Age 11 | 13 | 5 | 16 | 7 | 0 | 76 | 0 | 103 |
| Age 12 | 5 | 4 | 7 | 3 | 0 | 70 | 0 | 80 |
| Age 13 | 2 | 1 | 6 | 2 | 0 | 18 | 0 | 27 |
| Total | 80 | 41 | 117 | 33 | 5 | 586 | 0 | 729 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
33.1%
| Rolleston School | 33.1% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 62.3% |
| Māori | 214.8% |
| Pacific | 75.1% |
| Asian | 15.1% |
| Other | 0% |
| European/Pākehā | 41.4% |
| Total | 33.1% |
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%
| Rolleston 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%
| Rolleston 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)
- 425
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 12 June 1893
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
- 22 May 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 22 May 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 728 — 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
750
Counted while ERO’s review team was at the school. Education Review Office, report of 24 May 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 22 May 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
Rolleston School is in Canterbury and provides education for learners in Years 1 to 8. The roll is more than 700. 60% of students are European | Pākehā and just over 10% are Māori . A further 10% identify as Asian. Learners and staff have the vision of: ‘Standing together ignites our learning.’ This is driven by the collective community aspirations of: identity, relationships, learning, resilience and sustainability.
Progress since May 2019 ERO report
For sustained improvement and future learner success, priorities for further development were:
Deeper analysis of data that will help identify trends and patterns of achievement over time. Strengthening internal evaluation to better know the impact of specific intervention programmes and teaching practices and providing learners with the learning tools and information to take increased responsibility for their learning.
Progress has been made in all areas positively impacting on learner success and wellbeing. Data is carefully considered through thorough and systematic internal review processes. Specific interventions have been initiated to assist learners in acquiring the tools needed to progress in their learning.
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 A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics A large majority of 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 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 meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
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 show a strong sense of belonging, are positively engaged in their relationships with each other and staff, reflecting school values in their interactions.
Learners are well supported through caring relationships with staff and quality teaching; learning is effectively catered for through carefully considered programmes and resourcing.
Leaders are strategic in fostering and sustaining a highly effective school culture to ensure quality teaching and learning, within a cohesive environment, for the benefit of all learners.
A structured, explicit approach to literacy was adopted early and is in place across the school; staff are well positioned for extending this to mathematics.
Curriculum opportunities are broad and explicitly linked to the community aspirations of the school with opportunities for enrichment and support for learners.
High aspirations and equitable outcomes for learners drive the collective efficacy of staff and is ensured through deliberate, coherent and effective collaboration across the school.
A systematic approach for ongoing school improvement is evident through quality teacher inquiry and a carefully considered approach to gathering and analysing data; this informs next steps to benefit learners in their progress and achievement.
Key priorities and actions for improvement
The agreed next steps for the school are to:
continue to develop a school wide curriculum prioritising a structured, intentional approach, aligned with community aspirations and the strategic goals of the school
ensure a cohesive approach to ongoing self-review at all levels of the school, to benefit learners
further increase regular attendance and sustain the reduction of chronic absence.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
evaluate progress in developing updated curriculum practices, delivery and resourcing in alignment with national expectations and the local context
check the progress and fidelity of internal self-review processes across the school
review and refine the strategies in place to increase regular attendance for learners and ensure a sustained decrease in chronic absence.
Annually:
review and refine curriculum practices, alongside strategic priorities, learner success, and wellbeing
set an annual self-review programme to assist in driving the strategic improvement of the school
strategically plan for, and resource, support that will increase regular learner attendance.
Actions taken against these next steps are expected to result in:
a cohesive, inclusive school wide curriculum aligned with national priorities and reflective of community aspirations
systematic, sustained evaluative capability embedded for board and staff in all areas
increased regular attendance of learners and sustained 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 Director of Schools (Acting)
22 May 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).