Wharenui School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 411
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Matipo Street, Riccarton, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3485263
- helen.tuuta@wharenui.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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 74
- Māori
- 65
- Pacific
- 39
- Asian
- 246
- MELAA
- 40
- 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 | 6 | 7 | 45 | 8 | 0 | 12 | 0 | 72 |
| Year 02 | 8 | 4 | 37 | 6 | 0 | 9 | 0 | 58 |
| Year 03 | 15 | 5 | 34 | 3 | 0 | 14 | 0 | 60 |
| Year 04 | 8 | 4 | 15 | 10 | 1 | 9 | 0 | 40 |
| Year 05 | 9 | 6 | 33 | 2 | 0 | 11 | 0 | 54 |
| Year 06 | 9 | 6 | 32 | 3 | 0 | 18 | 0 | 57 |
| Year 07 | 11 | 6 | 35 | 7 | 0 | 16 | 0 | 61 |
| Year 08 | 13 | 5 | 30 | 8 | 0 | 12 | 0 | 63 |
| Total | 79 | 43 | 261 | 47 | 1 | 101 | 0 | 465 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 7 | 26 | 6 | 0 | 9 | 0 | 48 |
| Age 06 | 8 | 2 | 37 | 8 | 0 | 11 | 0 | 59 |
| Age 07 | 14 | 4 | 44 | 2 | 0 | 14 | 0 | 68 |
| Age 08 | 11 | 5 | 21 | 10 | 1 | 10 | 0 | 50 |
| Age 09 | 9 | 7 | 31 | 3 | 0 | 11 | 0 | 53 |
| Age 10 | 10 | 6 | 34 | 3 | 0 | 18 | 0 | 60 |
| Age 11 | 9 | 7 | 33 | 6 | 0 | 13 | 0 | 56 |
| Age 12 | 12 | 5 | 29 | 7 | 0 | 13 | 0 | 59 |
| Age 13 | 2 | 0 | 6 | 2 | 0 | 2 | 0 | 12 |
| Total | 79 | 43 | 261 | 47 | 1 | 101 | 0 | 465 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
47.4%
| Wharenui School | 47.4% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 7.1% |
|---|---|
| Male | 83.9% |
| Māori | 90.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | 32.5% |
| European/Pākehā | 208.6% |
| Total | 47.4% |
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
4.9%
| Wharenui School | 4.9% |
|---|---|
| Canterbury Region | 3.7% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 9.5% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 24.3% |
| Total | 4.9% |
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%
| Wharenui 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)
- 457
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1907
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
- 3
- Last reviewed
- 26 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 26 September 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides 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 411 — 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.
September 2019
329
Counted while ERO’s review team was at the school. Education Review Office, report of 16 January 2020
September 2016
217
Counted while ERO’s review team was at the school. Education Review Office, report of 15 November 2016
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 26 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
Wharenui Primary School provides education for learners in Years 1 to 8. The growing roll is currently 442 with more than 50% of learners identified as Asian, almost 20% as Māori and around 10% as European | Pākehā . The school’s core values are: Whanaungatanga | Relationships, Manaaki | Respect, Mana | Resilience and Aroha | Love of Learning. A new Principal has been appointed since the previous review.
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 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 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 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 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 Less than half of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing Less than half of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics A small majority of learners meet or exceed the expected curriculum level. Results are becoming more 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.
Chronic absence is reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
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
This section is about how well the school supports all learners to make sufficient 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 progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
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
Learners show a positive sense of belonging, demonstrating pride and confidence in their identities and cultures; reflective of an increasingly diverse, dynamic community.
Learners are positive and supportive in their relationships with others.
Leaders are well informed by data, setting and pursuing strategic goals that benefit learners and inform their families.
Leaders and staff effectively use explicit teaching in literacy and mathematics to assist the progress of learners and are well placed for further curriculum adjustments.
Cohesive, collaborative whole school approaches for curriculum, assessment and social development ensure learners’ needs are effectively catered for; a range of opportunities are provided across curriculum areas through the Mauri o Wharenui approach.
Targeted, planned professional learning intentionally develops the capability of teachers and learning assistants.
Leaders have effective processes in place to ensure all staff are participating in the regular, ongoing evaluation and review of their progress and effectiveness in meeting the needs of learners.
Key priorities
Improve progress and achievement for all learners, reducing inequity for Māori learners.
Initiate and define a self-review framework for the School Board.
Increase regular attendance, towards the Government’s target.
Actions to bring about improvement
Every six months:
leaders and teachers analyse and evaluate data to determine the effectiveness of resources and programmes that support learner progress and reduce inequity in achievement
leaders and the School Board evaluate the implementation of Board self-review
leaders review progress towards attendance targets, adjusting practices as needed to lift attendance further
Annually:
leaders and the School Board plan strategically for the allocation of resources to support equitable learner progress and achievement
leaders and the School Board confirm the work plan and regular review schedule to bring about ongoing improvement
the School Board and leaders plan for further resourcing and assistance required to raise levels of regular attendance.
Expected outcomes
Increased and equitable achievement in reading, writing and mathematics.
A fully implemented, informative process for Board self-review to bring about improvement.
Increased regular attendance.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements.
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
The next public report on ERO’s website will be a School Report and is due within four 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
26 September 2025
Read the full report on ero.govt.nz →
All 3 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).