St Teresa's School (Riccarton)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 171
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 10 Puriri Street, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3489392
- enquiries@stteresas.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.
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/3543
Click [here](https://enrolments.linc-ed.com/apply/NZ/3543) to fill out an enrolment form as an expression of interest.
- https://enrolments.linc-ed.com/apply/NZ/3543
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 13
- Māori
- 3
- Pacific
- 10
- Asian
- 146
- MELAA
- 8
- 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 | 0 | 1 | 20 | 3 | 0 | 1 | 0 | 24 |
| Year 02 | 1 | 0 | 13 | 0 | 0 | 2 | 0 | 14 |
| Year 03 | 0 | 2 | 19 | 5 | 0 | 0 | 0 | 25 |
| Year 04 | 1 | 1 | 15 | 0 | 0 | 1 | 0 | 17 |
| Year 05 | 0 | 3 | 18 | 1 | 1 | 3 | 0 | 22 |
| Year 06 | 0 | 0 | 19 | 0 | 0 | 0 | 0 | 19 |
| Year 07 | 1 | 2 | 20 | 0 | 0 | 6 | 0 | 28 |
| Year 08 | 0 | 1 | 15 | 2 | 0 | 3 | 0 | 20 |
| Total | 3 | 10 | 139 | 11 | 1 | 16 | 0 | 169 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 1 | 19 | 3 | 0 | 1 | 0 | 23 |
| Age 06 | 0 | 0 | 11 | 0 | 0 | 1 | 0 | 12 |
| Age 07 | 1 | 2 | 19 | 5 | 0 | 1 | 0 | 25 |
| Age 08 | 1 | 1 | 16 | 0 | 0 | 1 | 0 | 18 |
| Age 09 | 0 | 2 | 19 | 1 | 1 | 3 | 0 | 22 |
| Age 10 | 0 | 1 | 18 | 0 | 0 | 0 | 0 | 19 |
| Age 11 | 1 | 2 | 15 | 0 | 0 | 4 | 0 | 21 |
| Age 12 | 0 | 1 | 19 | 2 | 0 | 5 | 0 | 26 |
| Age 13 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 3 |
| Total | 3 | 10 | 139 | 11 | 1 | 16 | 0 | 169 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| St Teresa's School (Riccarton) | 0% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| St Teresa's School (Riccarton) | 0% |
|---|---|
| Canterbury Region | 3.7% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| 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%
| St Teresa's School (Riccarton) | 0% |
|---|---|
| Canterbury Region | 1.7% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| 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)
- 398
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1936
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
- 5
- Last reviewed
- 29 May 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (29 May 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 29 May 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 171 — 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.
March 2016
168
Counted while ERO’s review team was at the school. Education Review Office, report of 24 May 2016
October 2012
167
Counted while ERO’s review team was at the school. Education Review Office, report of 11 December 2012
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 29 May 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 24 months of the Education Review Office and St Teresa’s School (Riccarton) 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
St Teresa’s School (Riccarton) is a state integrated, Catholic school located in Riccarton, in Christchurch. It provides education for students in Years 1 to 8. The school caters for the whole child through a play-based learning pedagogy within a multicultural environment. The valued outcomes are based on students’ Spiritual, Physical, Intellectual, Cultural, Emotional and Social (SPICES) development.
St Teresa’s School (Riccarton)’s strategic priorities for improving outcomes for learners are:
raising the status of the Religious Education Programme through professional delivery
developing whole children through a play-based learning curriculum
strengthening effective collaboration.
You can find a copy of the school’s strategic and annual plan on St Teresa’s School (Riccarton)’s website.
ERO and the school are working together to evaluate how effectively the school’s approaches and curriculum are supporting all students to meet the SPICES valued outcomes of the school.
The rationale for selecting this evaluation is to:
engage and actively involve students in knowing about and leading their own learning
support parents and whānau to play an informed and active role in assisting their children to lead their own learning
assist teachers to develop students’ self-assessment and learning-to-learn capabilities to ensure they have a sound understanding of their strengths and next steps.
The school expects to see a broadening of the use of student voice and the reporting to parents’ process, leading to strengthened learning-focused partnerships with parents and whānau . This will support the school to meet the needs of diverse learners, particularly Pacific, bilingual, neuro-diverse students and those with identified needs.
Strengths
The school can draw from the following strengths to support its goal to know how effectively the curriculum is supporting all students to achieve the SPICES valued outcomes:
Strong understanding of learning through play-based pedagogy and the biology of brain development.
Clear shared strategic direction that contributes to consistency and cohesion across the school.
Well-defined expectations for teaching and learning in a collaborative environment.
Where to next?
Moving forward, the school will prioritise:
embedding learning through play practices and systems, particularly with new teaching staff
continuing to develop reporting to the board and parents in relation to SPICES.
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
29 May 2023
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. https://www.educationcounts.govt.nz/home
Read the full report on ero.govt.nz →
All 5 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).