Te Kura o te Tauawa Halswell School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 733
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 1 School Road, Halswell, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3227038
- admin@halswell.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/3366
If you are in zone and wish to enrol your child please complete our [provisional enrolment form](https://enrolments.linc-ed.com/apply/NZ/3366).
- https://enrolments.linc-ed.com/apply/NZ/3366
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
- At Halswell School Te Kura o te Tauawa, we value:
- Whanaungatanga: Growing connections and relationships that create a sense of belonging
- Kaitiakitanga: Being a guardian of knowledge, resources and the environment
- Kotahitanga: Collaborating
- Manawanuitanga: Being your best self
- Manaakitanga: Showing care and respect for self and others
- International students
- Accepted, as stated
Long Term 2026/2027 Maybe available depending on space Yr 3-8 4 School Terms Tuition Fee: $16000 plus Enrolment and Compliance Fee $750
- 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
- Christchurch School of Music School Band Programme
- Piano Lessons
Piano Lessons – Jenny Cain
- Hip Hop Dance Lessons
- Ukulele Lessons
- Guitar Lessons
- Drums
- Violin
- Individual Singing Lessons with Mel
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 461
- Māori
- 40
- Pacific
- 27
- Asian
- 245
- MELAA
- 39
- Other
- 13
- International
- 21
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 | 7 | 4 | 37 | 3 | 1 | 68 | 1 | 105 |
| Year 02 | 8 | 1 | 35 | 4 | 2 | 49 | 1 | 87 |
| Year 03 | 7 | 4 | 28 | 8 | 0 | 58 | 0 | 87 |
| Year 04 | 5 | 5 | 22 | 5 | 1 | 73 | 8 | 102 |
| Year 05 | 5 | 1 | 31 | 3 | 1 | 55 | 2 | 88 |
| Year 06 | 3 | 7 | 25 | 6 | 1 | 52 | 1 | 77 |
| Year 07 | 7 | 4 | 18 | 3 | 1 | 56 | 5 | 83 |
| Year 08 | 4 | 3 | 29 | 2 | 0 | 49 | 0 | 72 |
| Total | 46 | 29 | 225 | 34 | 7 | 460 | 18 | 701 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 3 | 29 | 3 | 1 | 63 | 0 | 91 |
| Age 06 | 7 | 2 | 32 | 4 | 2 | 44 | 1 | 79 |
| Age 07 | 10 | 4 | 35 | 6 | 0 | 63 | 1 | 100 |
| Age 08 | 5 | 4 | 24 | 6 | 1 | 74 | 6 | 103 |
| Age 09 | 5 | 2 | 32 | 3 | 1 | 56 | 3 | 90 |
| Age 10 | 3 | 6 | 22 | 6 | 1 | 52 | 2 | 75 |
| Age 11 | 7 | 2 | 19 | 3 | 1 | 47 | 4 | 73 |
| Age 12 | 2 | 6 | 25 | 3 | 0 | 51 | 1 | 73 |
| Age 13 | 2 | 0 | 7 | 0 | 0 | 10 | 0 | 17 |
| Total | 46 | 29 | 225 | 34 | 7 | 460 | 18 | 701 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
10.1%
| Te Kura o te Tauawa Halswell School | 10.1% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 19.3% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 18.1% |
| Other | 0% |
| European/Pākehā | 6.9% |
| Total | 10.1% |
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%
| Te Kura o te Tauawa Halswell 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%
| Te Kura o te Tauawa Halswell 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)
- 385
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 3 November 1864
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
- 6
- Last reviewed
- 11 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (11 November 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 11 November 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.
What ERO wrote in its latest report
This is ERO’s report of 11 November 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
Te Kura o te Tauawa Halswell School is located in Christchurch and provides education for students in Years 1 to 8. Their vision, ‘learning to thrive’, recognises the integral relationship between academic achievement and wellbeing. The school values of ‘ Manaakitanga, Kotahitanga, Manawanuitanga, Kaitiakitanga and Whanaungatanga ’, are the foundation of their approach.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the previous ERO report in August 2022, the school and ERO have worked together to evaluate the extent to which the implementation of a schoolwide, positive education programme, improved the wellbeing and engagement of all learners.
Expected Improvements and Findings
The school expected to see:
A continued strengthening of progress and achievement for boys in writing, Pacific, Middle Eastern, Latin American and African students.
Middle Eastern, Latin American and African (MELAA) students now achieve at the same level as other groups of students in the school.
Analysis of schoolwide progress and achievement information continues to show a disparity for Pacific students in writing compared to other groups of students. The school has an appropriate range of effective teaching practices and learning support in place for these students.
There is increasing parity of outcomes in writing between boys and girls.
A continued strengthening of engagement, wellbeing and positive outcomes for learners.
The student well-being data collected across the school has improved overall; analysis of data collected as part of the PB4L programme has shown a positive shift in student behaviour.
Students participate and learn in caring, collaborative, inclusive learning communities.
A continued strengthening of staff wellbeing and job satisfaction.
New Zealand Council for Educational Research (NZCER) workplace survey data and regular wellbeing surveys show high levels of staff well-being and job satisfaction.
Leadership ensures an orderly and supportive environment that is conducive to student learning and staff wellbeing.
Other Findings
The greatest shift that occurred in response to the school’s action has been eliminating disparity for current MELAA learners in reading, writing, and mathematics.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Wellbeing and achievement outcomes are high and sustained
Most students achieve at or above curriculum expectations in reading, writing and mathematics.
The school continues to work on improving parity between groups of learners including boys in writing, and Māori and Pacific students in reading, writing and mathematics.
The school is meeting all Ministry of Education targets for attendance in 2024; a large majority of students attend school regularly.
Conditions to support learner success
A highly collaborative leadership team guides and realises continuous improvement in learning outcomes.
Action plans include focused and comprehensive learning priorities for teachers, that supports the strengthening of teaching and learning practices.
Student achievement, wellbeing and attendance data are regularly analysed by teachers and leaders to identify areas of concern and to plan for improvement.
Leadership consistently prioritises and plans for school improvement and for equitable and excellent outcomes, with a consistent focus on priority learners; outcomes for students at risk of not achieving are carefully tracked and monitored to determine the effectiveness of interventions.
Students see themselves, their identity and culture in a school curriculum that increasingly reflects local contexts.
Leaders and teachers are increasingly adapting teaching approaches to achieve more equitable outcomes for all learners.
Teaching practices are relational and affirming, teachers consistently create a positive learning environment where respect, inclusion, empathy and safety are ongoing priorities.
Leaders and teachers identify the learning needs of students and adapt teaching approaches to achieve more equitable outcomes for all learners.
Key organisational conditions that support learners’ success are well established.
Strong and embedded evaluation practices guide continuous improvement.
Strategically aligned professional development that is focused and in-depth supports the growth of teaching capability.
Teachers and leaders identify the need to strengthen staff and students’ use of te reo Māori across the curriculum; ERO’s evaluation affirms this.
A strong, strategically aligned focus schoolwide is improving wellbeing and engagement for students, staff and whānau .
Part C: Where to next?
The agreed next steps for the school are to:
prioritise strategies that improve to strengthen teaching practices in literacy and numeracy for equitable outcomes in writing and mathematics for Māori and Pacific students, and for boys in writing
ensure that all learners are consistently learning te reo Māori by developing a clear scope and sequence plan in line with Poutama Reo .
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
complete an in-depth analysis of Māori and Pacific students’ needs, to more clearly identify barriers to learning and plan for improved outcomes
access professional development in the science of mathematics and English learning to create shared expectations for consistent teaching
establish baseline information and planning for teachers, leaders, and learners regarding Te Reo Māori progressions as set out in Poutama Reo
Every six months:
leaders alongside staff, analyse student attendance, progress and achievement information in reading, writing and mathematics, and identify modifications for improvement; report to the board for feedback
staff take planned action in response to emerging trends, with particular attention to those learners at risk of not achieving
monitor target learners’ achievement and progress in relation to the tailored support they are receiving and take planned action in response to emerging trends
Annually:
evaluate progress made in te reo Māori teaching and learning and identify the next steps using appropriate progressive frameworks
analyse student achievement and attendance data to evaluate the impact of the change in teaching practice on students’ learning and take planned actions in response to emerging trends
implement and review agreed effective teaching and learning approaches for English and mathematics.
Actions taken against these next steps are expected to result in:
students and teachers participating in a progressive te reo Māori programme and building their te reo Māori capability
teacher practices that result in continued improvement in parity, particularly for Māori and Pacific learners in reading, writing and mathematics, and boys in writing
continued improvement in engagement and wellbeing for all students
improved and sustained high levels of achievement and attendance.
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
11 November 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 6 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).