Te Manu Tukutuku South Hornby School
Contributing · State
- Year levels
- 1–6
- Total roll
- 306
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 35 Amyes Road, Hornby, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3497561
- admin@southhornby.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/3507
An enrolment form [here](https://enrolments.linc-ed.com/apply/NZ/3507) (or available from the school office)
- https://enrolments.linc-ed.com/apply/NZ/3507
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 142
- Māori
- 55
- Pacific
- 43
- Asian
- 119
- MELAA
- 12
- Other
- 3
- 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 | 14 | 5 | 22 | 0 | 0 | 34 | 0 | 58 |
| Year 02 | 6 | 5 | 16 | 2 | 0 | 23 | 0 | 44 |
| Year 03 | 12 | 6 | 23 | 2 | 0 | 23 | 0 | 52 |
| Year 04 | 5 | 3 | 7 | 0 | 0 | 24 | 0 | 33 |
| Year 05 | 5 | 5 | 23 | 5 | 1 | 13 | 0 | 48 |
| Year 06 | 6 | 4 | 15 | 1 | 1 | 24 | 0 | 41 |
| Year 07 | 1 | 0 | 2 | 0 | 0 | 3 | 0 | 5 |
| Total | 49 | 28 | 108 | 10 | 2 | 144 | 0 | 281 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 13 | 6 | 15 | 0 | 0 | 30 | 0 | 50 |
| Age 06 | 7 | 4 | 20 | 1 | 0 | 23 | 0 | 44 |
| Age 07 | 12 | 6 | 15 | 2 | 0 | 26 | 0 | 47 |
| Age 08 | 5 | 2 | 16 | 1 | 0 | 24 | 0 | 42 |
| Age 09 | 3 | 5 | 21 | 0 | 1 | 12 | 0 | 39 |
| Age 10 | 8 | 4 | 16 | 5 | 1 | 24 | 0 | 47 |
| Age 11 | 1 | 1 | 5 | 1 | 0 | 5 | 0 | 12 |
| Total | 49 | 28 | 108 | 10 | 2 | 144 | 0 | 281 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
50.3%
| Te Manu Tukutuku South Hornby School | 50.3% |
|---|---|
| Canterbury Region | 38.3% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 98.6% |
| Māori | 147.9% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 101.1% |
| Total | 50.3% |
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
15.6%
| Te Manu Tukutuku South Hornby School | 15.6% |
|---|---|
| Canterbury Region | 3.7% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 31.6% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 31.6% |
| Total | 15.6% |
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
15.1%
| Te Manu Tukutuku South Hornby School | 15.1% |
|---|---|
| Canterbury Region | 1.7% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 30% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 30.3% |
| Total | 15.1% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 464
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 20 May 1962
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
- 26 March 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 26 March 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for learners in Years 1 to 6
- Years 1 to 6
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 306 — 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 2018
213
Counted while ERO’s review team was at the school. Education Review Office, report of 8 May 2018
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 26 March 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
Te Manu Tukutuku South Hornby School is located in Christchurch and provides education for learners in Years 1 to 6. The current roll of 325 is increasingly diverse and growing. Just over 50% of learners identify as New Zealand European, 30% as Asian and almost 20% as Māori . The school values of Ako, Whanaungatanga and Mahi Tahi are known by learners and staff. Since the last review a new principal has been appointed.
Progress since May 2018 ERO report
The priority for further development to sustain learner success was to improve internal evaluation so teachers, leaders and trustees could be clearer about effective programmes and strategies. Continue to focus on and improve the progress of students whose learning needed to be accelerated.
The ongoing, regular discussion and careful analysis of learner data, achievement and progress is an embedded part of school practice. There is a continual focus on identifying and assisting those learners in need of accelerated progress. As a result of these actions, since the last review, overall achievement in reading, writing and mathematics has lifted; and the network of student supports has been extended.
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 becoming more equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are becoming more 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 some progress towards meeting Government reading, writing and mathematics and/or pānui, tuhituhi and pāngarau 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 positive sense of belonging, demonstrating pride and confidence in their identity and culture.
Learners are respectful and positive in their relationships with others.
Leaders are well informed by data and research, setting and pursuing strategic goals that benefit learners and their families.
Leaders and staff are using structured, explicit teaching in literacy and are well placed for future curriculum adjustments in mathematics.
A cohesive planned approach for curriculum delivery ensures learners are effectively catered for in reading, writing and mathematics; a range of varied opportunities are provided across other curriculum areas.
The capability of teachers and support staff is intentionally developed through targeted, planned professional learning.
Leaders have effective processes in place to ensure all staff are participating in the regular, ongoing evaluation and review of their professional progress and effectiveness in meeting the needs of learners.
Key priorities and actions for improvement
The agreed next steps for the school are to:
align assessment practices with national priorities and curriculum adjustments to assist learner progress and success
ensure that ongoing professional learning for teachers in reading, writing and mathematics supports the delivery of structured, explicit programmes, cohesively and collaboratively in reading, writing and mathematics
continue to improve the number of learners achieving at or above curriculum expectations in reading, writing and mathematics
increase regular attendance, working towards the Government’s target.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
evaluate and refine assessment practices and tools to ensure learner needs are being effectively monitored and responded to
check the progress and professional growth of teachers is aligned with planned professional development
carefully examine learner progress towards targets in reading, writing and mathematics adjusting programmes and resources to accelerate progress further
review progress towards attendance targets and change practices as needed to lift attendance further
Annually:
review and adjust assessment framework and scheduling as needed to reflect changes, developments and learner needs and achievement
evaluate growth in teachers’ capability and plan for their future development in alignment with strategic goals and priorities
reflect on end of year data and use it to determine next steps that will continue to sustain positive learner progress towards achievement targets
plan for the further resourcing and assistance required to raise levels of regular attendance.
Actions taken against these next steps are expected to result in:
clear, effective assessment practices that support teachers in identifying and meeting learner needs
consistent, high quality, collaborative teaching and learning practice across the school
sustained, positive, equitable achievement for learners
increased regular attendance.
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
Actions for Compliance
ERO and the board have identified the following areas of non-compliance during the board assurance process:
The school must ensure that it does not continue to employ in a teaching position a person who holds neither a current practising certificate nor an authorisation. [ Section 93(4), Education and Training Act 2020.]
The board has since addressed the areas of non-compliance identified.
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)
26 March 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).