Te Rōhutu Whio
Full Primary · State
- Year levels
- 1–8
- Total roll
- 343
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 85 Kate Sheppard Drive, Rolleston
- Territorial authority
- Selwyn District
- Phone
- 03-244 0426
- admin@terohutuwhio.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.
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/712
To enrol please visit: [https://enrolments.linc-ed.com/apply/NZ/712](https://enrolments.linc-ed.com/apply/NZ/712)
- https://enrolments.linc-ed.com/apply/NZ/712
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 139
- Māori
- 74
- Pacific
- 42
- Asian
- 159
- MELAA
- 20
- 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 | 8 | 3 | 31 | 3 | 1 | 21 | 0 | 55 |
| Year 02 | 13 | 6 | 29 | 1 | 1 | 23 | 0 | 57 |
| Year 03 | 14 | 7 | 14 | 2 | 0 | 20 | 0 | 41 |
| Year 04 | 5 | 3 | 14 | 5 | 0 | 16 | 0 | 35 |
| Year 05 | 7 | 2 | 11 | 2 | 0 | 11 | 0 | 25 |
| Year 06 | 9 | 4 | 14 | 5 | 0 | 18 | 0 | 36 |
| Year 07 | 5 | 3 | 14 | 4 | 0 | 12 | 0 | 35 |
| Year 08 | 5 | 3 | 11 | 4 | 0 | 16 | 0 | 32 |
| Total | 66 | 31 | 138 | 26 | 2 | 137 | 0 | 316 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 8 | 2 | 28 | 2 | 1 | 19 | 0 | 49 |
| Age 06 | 11 | 6 | 28 | 1 | 1 | 17 | 0 | 52 |
| Age 07 | 15 | 8 | 14 | 2 | 0 | 26 | 0 | 46 |
| Age 08 | 6 | 3 | 14 | 4 | 0 | 18 | 0 | 35 |
| Age 09 | 7 | 2 | 15 | 4 | 0 | 11 | 0 | 31 |
| Age 10 | 9 | 4 | 13 | 4 | 0 | 18 | 0 | 34 |
| Age 11 | 5 | 2 | 11 | 3 | 0 | 10 | 0 | 28 |
| Age 12 | 4 | 3 | 13 | 4 | 0 | 14 | 0 | 32 |
| Age 13 | 1 | 1 | 2 | 2 | 0 | 4 | 0 | 9 |
| Total | 66 | 31 | 138 | 26 | 2 | 137 | 0 | 316 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
99.8%
| Te Rōhutu Whio | 99.8% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 79.3% |
|---|---|
| Male | 124.9% |
| Māori | 455.7% |
| Pacific | 215.4% |
| Asian | 16.6% |
| Other | 77.3% |
| European/Pākehā | 117.9% |
| Total | 99.8% |
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 Rōhutu Whio | 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 Rōhutu Whio | 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)
- 429
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Medium urban area
- Date opened
- 31 December 2021
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
- 7 July 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (7 July 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 7 July 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.
What ERO wrote in its latest report
This is ERO’s report of 7 July 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 ten months of the Education Review Office and Te Rōhutu Whio 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
Te Rōhutu Whio is a full primary school (Y0-Y8) that opened in February 2022, in response to population growth in East Rolleston. Te Rōhutu Whio is named after the Rōhutu tree and Whio the whistling sound of a spinning top. The name was gifted by Te Taumutu Rūnanga . The school has three learning hubs – Auraki English, Reorua Bi-lingual Māori immersion and Hangarau Technology.
Te Rōhutu Whio’s strategic priorities for improving outcomes for learners are through:
whanaungatanga , prioritises hauora and learning needs, through genuine relationships
manaakitanga , knows the aspirations and individual learning needs of each tamaiti by modelling the values
kotahitanga , gains, trains and retains passionate and high calibre kaimahi staff who live the values and are actively learning te reo and te ao Māori
kaitiakitanga , is eco-friendly, grows the vision, and works with whānau schools.
rangatiratanga , develops an emerging localised, values based curriculum is developed to motivate and extend ākonga .
You can find a copy of the school’s strategic and annual plan on Te Rōhutu Whio website.
ERO and the school are working together to evaluate the way that Te Rōhutu Whio prioritises hauora and learning needs, through genuine relationships.
The rationale for selecting this evaluation is:
being a new kura we want to be assured that our tamariki are successful through building and maintaining strong relationships
embedding the school culture as the driver for ongoing schoolwide improvement.
The school expects to see tamariki that are happy, confident in their learning and feeling a strong sense of belonging bringing about equitable and excellent progress and achievement for all learners.
Strengths
The school can draw from the following strengths to support the school in its goal to prioritise hauora and learning needs, through genuine relationships:
Strong leadership models high expectations for enacting the vision and values throughout the holistic school curriculum.
The cultural narrative of Te Rōhutu Whio is the foundation of school operation and curriculum design and implementation, ensuring that giving effect to Te Tiriti o Waitangi is at the forefront.
Highly evident values based culture builds educationally powerful connections with all stakeholders that benefits all students learning.
Learners voice is genuinely gathered and used to inform schoolwide decision making for improvement.
Where to next?
Moving forward, the school will prioritise:
further development of restorative practices to ensure positive relationships across the kura
schoolwide consistency of visible learning including kotahitanga visits by kaimahi .
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
7 July 2023
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 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).