View Hill School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 69
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 496 Island Road, Oxford
- Territorial authority
- Waimakariri District
- Phone
- 03-3124336
- principal@viewhill.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.
- School day starts
- 9.00am
The morning bell rings at 9.00am and it is expected that all children are ready to start the day
- 9.00am
- School day ends
- 3.00pm
The school day ends at 3.00pm.
- 3.00pm
- Uniform
- Required
Fridays are non-uniform days, when children are welcome to wear appropriate casual clothing. On all other school days, students are expected to wear their school uniform.
- Required
- Getting there
- Bus fees will apply to those whānau who are ineligible for the school bus, due to them being out of the school transport zone. Fees are: Full time $25 each student per term Part time $10 each student per term
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 67
- Māori
- 2
- Pacific
- 4
- Asian
- 0
- MELAA
- 0
- Other
- 2
- 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 | 2 | 0 | 0 | 0 | 11 | 0 | 11 |
| Year 02 | 0 | 0 | 0 | 0 | 0 | 14 | 0 | 14 |
| Year 03 | 0 | 0 | 0 | 0 | 0 | 10 | 0 | 10 |
| Year 04 | 1 | 1 | 0 | 0 | 0 | 8 | 0 | 9 |
| Year 05 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Year 06 | 0 | 0 | 0 | 0 | 0 | 8 | 0 | 8 |
| Year 07 | 1 | 0 | 1 | 0 | 0 | 8 | 0 | 8 |
| Year 08 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 2 | 3 | 1 | 0 | 0 | 66 | 0 | 67 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 2 | 0 | 0 | 0 | 11 | 0 | 11 |
| Age 06 | 0 | 0 | 0 | 0 | 0 | 14 | 0 | 14 |
| Age 07 | 0 | 0 | 0 | 0 | 0 | 9 | 0 | 9 |
| Age 08 | 1 | 1 | 0 | 0 | 0 | 9 | 0 | 10 |
| Age 09 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Age 10 | 0 | 0 | 0 | 0 | 0 | 10 | 0 | 10 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Age 12 | 0 | 0 | 1 | 0 | 0 | 6 | 0 | 6 |
| Total | 2 | 3 | 1 | 0 | 0 | 66 | 0 | 67 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
58.9%
| View Hill School | 58.9% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 138% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 59.5% |
| Total | 58.9% |
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
50.1%
| View Hill School | 50.1% |
|---|---|
| Canterbury Region | 3.7% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 122.5% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 50.6% |
| Total | 50.1% |
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
48.8%
| View Hill School | 48.8% |
|---|---|
| Canterbury Region | 1.7% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 115.1% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 49.3% |
| Total | 48.8% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 439
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1877
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
- 15 September 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 15 September 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
providing education for learners in Years 1 to 8
- Years 1 to 8
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 69 — 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.
November 2019
55
Counted while ERO’s review team was at the school. Education Review Office, report of 19 February 2020
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 15 September 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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the School
View Hill School is a small primary school providing education for learners in Years 1 to 8. It has a roll of around 70 students, almost all who identify as Pākehā | New Zealand European.
The vision of the school is to be A happy place to learn and its values are respect | maanaki , caring | kaitiaki , individuality | takitahi, and excellence | kairangatira .
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from good 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 sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain foundational 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.
How well does the school include all learners and promote their engagement and wellbeing? The school reasonably 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 is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use 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 section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 65% 65 to 79% 80 to 90% Over 90%
Reading Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The small majority of learners attend school regularly.
The school is approaching the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is improving towards or beyond the target.
Assessment
This section is about how the school assesses learner progress and achievement.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing their use of assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how well the school supports all learners to make sufficient progress.
The school is developing 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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 2030.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of Strength
Leaders and teachers have sustained high levels of achievement in reading and mathematics. School leaders recognise the need to accelerate the learning of some learners in writing and this is a priority.
Students report a strong sense of belonging in the school. The school’s learning programmes are reflective of the local environment and community.
Leaders are building trust across the school community and are focused on implementing the school’s strategic priorities. The principal has made changes to strengthen school systems.
Teachers and leaders have positive relationships with learners and use knowledge of their needs and strengths to plan for learning. Teachers have begun implementing structured approaches in literacy and mathematics.
Leaders and teachers review their teaching practice to improve outcomes for all learners. Professional learning is linked to the school’s strategic focus.
Key priorities
Implement and then review changes to the English and mathematics curriculum requirements.
Identify areas for professional learning to support implementation of the new English and mathematics curriculum requirements.
Strengthen evaluative capability across the school, including gathering and responding to learner feedback to guide decision making and improve learner outcomes.
Engage with families and whānau to formalise plans to improve learner attendance.
Within six months:
leaders and teachers develop school guidelines for teaching expectations in mathematics
leaders develop a framework for the collection and use of learner and family and whānau feedback to review the school’s implementation of strategies and initiatives
leaders and teachers implement an attendance plan to improve regular attendance.
Every six months:
leaders and teachers monitor and review ongoing to the curriculum to inform teaching, assessment, and reporting practices
leaders and teachers consult with the school’s community to evaluate and update attendance strategies to improve regular attendance rates.
Annually :
leaders and teachers will evaluate the impact of teaching, assessment and reporting practices in reading, writing and mathematics to identify what is effective for learners and areas that need strengthening
leaders and teachers will evaluate the impact of initiatives to improve attendance and use the results to inform future planning.
Expected outcomes
Teachers and leaders provide cohesive teaching, assessment and reporting practices in literacy and mathematics.
Effective evaluation enables learner progress and achievement and school improvement.
Improved and sustained rates of attendance.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students and provision of boarding at a school hostel.
Board Assurance with Regulatory and Legislative Requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting 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:
Trial fire evacuations must be undertaken at intervals of not more than 6 months. [Section 29 (1) (a), Fire and Emergency New Zealand (Fire Safety, Evacuation Procedures, and Evacuation Schemes) Regulations 2018]
A workforce safety check must be completed before employment commences. [Section 25 (1), Children's Act 2014]
The Board has since addressed the areas of non-compliance identified.
The next public report on ERO’s website will be a School Report and is due within 4 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
15 September 2025
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).