Southbrook School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 253
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 26 Marshall Street, Rangiora
- Territorial authority
- Waimakariri District
- Phone
- 03-3138792
- admin@southbrook.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
ALL students attending the school will be required to wear uniform.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 214
- Māori
- 36
- Pacific
- 6
- Asian
- 14
- MELAA
- 2
- 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 | 3 | 1 | 3 | 0 | 0 | 22 | 0 | 28 |
| Year 02 | 7 | 0 | 4 | 0 | 0 | 23 | 0 | 31 |
| Year 03 | 3 | 0 | 2 | 0 | 0 | 34 | 0 | 37 |
| Year 04 | 5 | 2 | 2 | 0 | 0 | 27 | 0 | 34 |
| Year 05 | 4 | 2 | 1 | 0 | 0 | 35 | 0 | 39 |
| Year 06 | 4 | 1 | 1 | 0 | 0 | 28 | 0 | 33 |
| Year 07 | 1 | 1 | 1 | 1 | 0 | 32 | 0 | 34 |
| Year 08 | 2 | 1 | 0 | 0 | 0 | 25 | 0 | 27 |
| Total | 29 | 8 | 14 | 1 | 0 | 226 | 0 | 263 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 1 | 3 | 0 | 0 | 20 | 0 | 25 |
| Age 06 | 8 | 0 | 4 | 0 | 0 | 25 | 0 | 34 |
| Age 07 | 3 | 0 | 2 | 0 | 0 | 31 | 0 | 34 |
| Age 08 | 4 | 1 | 2 | 0 | 0 | 29 | 0 | 35 |
| Age 09 | 5 | 3 | 1 | 0 | 0 | 30 | 0 | 35 |
| Age 10 | 4 | 1 | 1 | 0 | 0 | 34 | 0 | 39 |
| Age 11 | 1 | 1 | 1 | 1 | 0 | 31 | 0 | 33 |
| Age 12 | 2 | 1 | 0 | 0 | 0 | 25 | 0 | 27 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 29 | 8 | 14 | 1 | 0 | 226 | 0 | 263 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
20.4%
| Southbrook School | 20.4% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 35.3% |
| Māori | 71.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 15.2% |
| Total | 20.4% |
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
10.6%
| Southbrook School | 10.6% |
|---|---|
| Canterbury Region | 3.7% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 18.5% |
| Māori | 111.8% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 10.6% |
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
10.7%
| Southbrook School | 10.7% |
|---|---|
| Canterbury Region | 1.7% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 18.7% |
| Māori | 112.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 10.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 474
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 25 January 1874
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
- 18 June 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (18 June 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 same report — the board assurance report of 18 June 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO and the board have identified the following areas of non-compliance during the board assurance process:
Safety checking of workforce by undertaking identity confirmation checking [Sections 25, 26, 27, Children’s Act 2014]
Safety checking of non-teachers by obtaining and considering vetting information from NZ Police for non-teachers on appointment and every three years [Sections 25, 26, 27, Children’s Act 2014; Section 104 and Schedule 4, Education and Training Act 2020]
The board has since addressed the areas of non-compliance identified.
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 253 — 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
357
Counted while ERO’s review team was at the school. Education Review Office, report of 21 January 2019
September 2014
344
Counted while ERO’s review team was at the school. Education Review Office, report of 5 November 2014
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 18 June 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
Southbrook School is located in Rangiora and provides education for learners in Years 1 to 8. The school has a holistic wellbeing approach with focus on learners being the best they can and developing students’ Three Kete of: Knowledge| Mātauranga , Character | Āhuatanga , and Relationships | Whanaungatanga . The school is a member of the Puketeraki Kāhui Ako .
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
Outcomes for learners are becoming more equitable and excellent.
Achievement is improving over time; the majority of learners are achieving at the expected curriculum level in literacy, with Māori students achieving as well as all students.
A large majority of students are achieving at expected curriculum levels in mathematics with a small disparity for Māori students.
The progress and achievement of target students needs accelerating and strengthened systems are in place to better support and monitor progress and inform planning.
A large majority of students regularly attend school.
Conditions to support learner success
Leadership fosters a culture committed to quality teaching, and equity and excellence in learner outcomes.
Leadership have developed a supportive strengths-based school culture with high levels of relational trust.
Leaders set and pursue specific improvement goals and targets, including the acceleration of progress for those learners at risk of underachievement.
Learners’ engagement, progress, achievement and wellbeing are monitored and supported by strong school-wide systems.
Consistent, school-wide systems and structures support increasingly effective teaching and learning.
Learners are supported in improving their literacy, mathematics and wellbeing skills through deliberate teaching and a consistent school wide focus.
The school’s curriculum provides a clear framework and direction for teaching and learning, and teachers collaboratively update the curriculum in response to professional learning and best practice.
Established systems are increasingly used by teachers and leaders to identify, support, monitor and accelerate the progress and achievement for target students.
Established coherent systems and processes underpin teaching and learning.
Strong relationships are evident between learners, staff, and whānau within a supportive learning- focused school environment.
Partnerships with whānau and outside agencies are valued and increasingly support learning and wellbeing.
Leaders have a holistic approach that supports learner wellbeing and improving achievement.
Part B: Where to next?
The agreed next steps for the school are to:
accelerate the progress and achievement of Year 4 to 8 target students in reading, writing and mathematics
continue to raise school-wide achievement in reading, writing and mathematics
review and update the school mathematics curriculum in response to professional learning and the refresh of The New Zealand Curriculum.
evaluate the effectiveness of the interventions for target students to accelerate progress and improve achievement.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
teachers implement interventions to accelerate the target students in Year 4 to 8
leaders and teachers monitor and review progress and target student action plans twice each term
Every six months:
leaders evaluate the impact of strategies used to support target students’ improved achievement and report to the board on progress of target learners and the school progress and achievement
Annually:
teachers and leaders evaluate the impact of interventions to ensure the most effective strategies are consistently used to improve all students’ progress and achievement
leaders report the progress of target learners and school-wide progress and achievement.
Actions taken against these next steps are expected to result in:
consistent, evidence-based teaching practice in mathematics to improve student achievement
accelerated progress for target students in reading, writing and mathematics
improved equity and excellence in school-wide achievement in reading, writing and mathematics.
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
18 June 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).