Tasman School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 114
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 417 Aporo Road, Tasman
- Territorial authority
- Tasman District
- Phone
- 03-5266818
- office@tasman.school.nz
- Website
- http://www.tasman.school.nz
- Directions
- Get directions
Other schools nearby: schools in Tasman
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/3228
If you live in zone you can also complete our online [Enrolment Form](https://enrolments.linc-ed.com/apply/NZ/3228)
- https://enrolments.linc-ed.com/apply/NZ/3228
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
- Kia tipu ai enei kakano hei rakanui.
- May these tender seedlings grow into mighty trees.
- We have a clear vision for the future and our children enjoy significant success as learners, as leaders and as active participants of a wide range of sporting, academic, environmental and creative opportunities.
- We work together to develop learners who are successful and contribute to their world.
- International students
- Accepted, as stated
We welcome International Students at Tasman School. We are licensed to accept enrolments for International Students from all over the world.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 107
- Māori
- 11
- Pacific
- 2
- Asian
- 3
- MELAA
- 0
- 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 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Year 02 | 2 | 0 | 0 | 0 | 0 | 9 | 0 | 11 |
| Year 03 | 0 | 0 | 0 | 0 | 0 | 12 | 0 | 12 |
| Year 04 | 1 | 0 | 0 | 0 | 0 | 10 | 0 | 11 |
| Year 05 | 1 | 0 | 0 | 0 | 0 | 16 | 0 | 17 |
| Year 06 | 0 | 0 | 0 | 0 | 0 | 22 | 0 | 22 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 22 | 0 | 22 |
| Year 08 | 1 | 0 | 0 | 0 | 0 | 13 | 0 | 13 |
| Total | 5 | 0 | 0 | 0 | 0 | 109 | 0 | 113 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Age 06 | 2 | 0 | 0 | 0 | 0 | 10 | 0 | 12 |
| Age 07 | 0 | 0 | 0 | 0 | 0 | 11 | 0 | 11 |
| Age 08 | 1 | 0 | 0 | 0 | 0 | 9 | 0 | 10 |
| Age 09 | 1 | 0 | 0 | 0 | 0 | 17 | 0 | 18 |
| Age 10 | 0 | 0 | 0 | 0 | 0 | 21 | 0 | 21 |
| Age 11 | 0 | 0 | 0 | 0 | 0 | 18 | 0 | 18 |
| Age 12 | 1 | 0 | 0 | 0 | 0 | 14 | 0 | 14 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Total | 5 | 0 | 0 | 0 | 0 | 109 | 0 | 113 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Tasman School | 0% |
|---|---|
| Tasman Region | 33% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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%
| Tasman School | 0% |
|---|---|
| Tasman Region | 3.2% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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%
| Tasman School | 0% |
|---|---|
| Tasman Region | 2.1% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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)
- 414
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 22 July 1913
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
- 8 May 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (8 May 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 8 May 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 114 — 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.
June 2018
109
Counted while ERO’s review team was at the school. Education Review Office, report of 8 August 2018
September 2014
76
Counted while ERO’s review team was at the school. Education Review Office, report of 22 December 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 8 May 2024 — “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 18 months of the Education Review Office and Tasman School 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
Tasman school is located in the middle of the Tasman township, 45 kilometres from Nelson. The school caters for students in Years 1 to 8 and its vision is for learners to be happy, successful individuals who are active contributors to the community.
Tasman School ’s strategic priorities for improving outcomes for learners are:
connecting with our community - community is the focus.
valuing culture – wellbeing is the focus
sustainable environments – future is the focus
engaging curriculum – creativity development is the focus
student achievement – data leads decision making.
You can find a copy of the school’s strategic and annual plan on Tasman School ’s website.
ERO and the school are working together to evaluate the impact of consistently culturally responsive practices across the curriculum to improve outcomes for all students.
The rationale for selecting this evaluation:
is to reflect the school strategic direction, which includes community voice, to support teachers to be more culturally responsive in their teaching practices
teachers are undertaking professional development to support their own knowledge and practice to be more culturally aware and responsive to student needs
the school is seeking to strengthen their knowledge around the local stories to support curriculum planning to make learning contexts more relevant for students.
The school expects to see:
increased learner engagement and progress
learners developing a strong sense of self identity
improved teacher capability in culturally responsive practices
learners valuing and sharing their cultural understandings and knowledge with parents and whānau .
Strengths
The school can draw from the following strengths to evaluate the impact of consistently culturally responsive practices across the curriculum to improve outcomes for all students.
an existing commitment from school leaders and teachers to improve culturally responsive practice across learning contexts
the staff and the Board of Trustees are willing and engaged to further their own learning and apply this across and within the school community
current teacher understandings of the relationship-based learning profile (RBL) to coach each other and to encourage teacher self-reflection.
Where to next?
Moving forward, the school will prioritise:
appropriate and timely resourcing in cultural understanding and te reo proficiency so that teachers are equipped to be culturally responsive
continuing to strengthen reciprocal relationships with Te Tauihu so that the school can best meet the needs of Māori learners
engaging with Māori whānau to know and respond to aspirations for their children.
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
8 May 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 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).