Woodbury School
Contributing · State
- Year levels
- 1–6
- Total roll
- 115
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 559 Woodbury Road, Geraldine
- Territorial authority
- Timaru District
- Phone
- 03-6922817
- office@woodbury.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.
- Getting there
- School bus route resourced from the Ministry for students in the Transport Entitlement Zone, plus a privately funded Ritchies bus from the Raukapuka area of Geraldine
Woodbury School run our School Bus route, resourced from the Ministry. Students within our Transport Entitlement Zone (TEZ) are entitled to this bus. In addition, we privately fund a Ritchies bus to collect children from the Raukapuka area of the Geraldine township. There is a cost per student for this bus.
- School bus route resourced from the Ministry for students in the Transport Entitlement Zone, plus a privately funded Ritchies bus from the Raukapuka area of Geraldine
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 108
- Māori
- 6
- Pacific
- 1
- Asian
- 5
- MELAA
- 5
- Other
- 0
- 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 | 2 | 0 | 0 | 1 | 1 | 7 | 0 | 9 |
| Year 02 | 1 | 0 | 1 | 1 | 0 | 19 | 0 | 20 |
| Year 03 | 2 | 0 | 0 | 0 | 0 | 20 | 0 | 20 |
| Year 04 | 3 | 0 | 0 | 1 | 0 | 17 | 0 | 18 |
| Year 05 | 0 | 0 | 0 | 0 | 0 | 13 | 0 | 13 |
| Year 06 | 0 | 0 | 0 | 0 | 0 | 15 | 0 | 15 |
| Year 07 | 0 | 0 | 0 | 1 | 0 | 9 | 0 | 9 |
| Total | 8 | 0 | 1 | 4 | 1 | 100 | 0 | 104 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 0 | 1 | 0 | 6 | 0 | 7 |
| Age 06 | 1 | 0 | 0 | 1 | 0 | 20 | 0 | 20 |
| Age 07 | 2 | 0 | 1 | 0 | 1 | 18 | 0 | 20 |
| Age 08 | 3 | 0 | 0 | 1 | 0 | 19 | 0 | 20 |
| Age 09 | 0 | 0 | 0 | 0 | 0 | 11 | 0 | 11 |
| Age 10 | 0 | 0 | 0 | 0 | 0 | 16 | 0 | 16 |
| Age 11 | 0 | 0 | 0 | 1 | 0 | 10 | 0 | 10 |
| Total | 8 | 0 | 1 | 4 | 1 | 100 | 0 | 104 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Woodbury School | 0% |
|---|---|
| Canterbury Region | 38.3% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
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%
| Woodbury School | 0% |
|---|---|
| Canterbury Region | 3.7% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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%
| Woodbury School | 0% |
|---|---|
| Canterbury Region | 1.7% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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)
- 412
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1881
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
- 2 June 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (2 June 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 2 June 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.
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 115 — 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.
June 2019
102
Counted while ERO’s review team was at the school. Education Review Office, report of 21 August 2019
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 2 June 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 12 months of the Education Review Office and Woodbury School 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
Woodbury School is a small rural primary school, located at the foothills of the Four Peaks Range near Geraldine. The school caters for students in Years 1 to 6.
Woodbury School’s strategic priorities for improving outcomes for learners are to:
support learning with a detailed, responsive localised curriculum that addresses the needs of all students including competence in literacy and mathematics and their use in everyday contexts
provide a safe and healthy supportive working environment for all staff and students and ensure students of all abilities and backgrounds are valued and included within classrooms
foster healthy partnerships and interactions between home, school and the community and support parents to understand how their children are progressing and how they can support their learning and development at home
accelerate the progress of those students below curriculum expectations in writing and mathematics.
You can find a copy of the school’s strategic and annual plan on Woodbury School ’s website.
ERO and the school are working together to evaluate the extent to which changes in teaching and learning of numeracy and literacy are continuing to improve achievement outcomes for all students.
The rationale for selecting this evaluation is to:
strengthen teaching programmes to continue to improve student achievement in mathematics and literacy
support students to be more confident in reading, writing, and expressing themselves orally.
The school expects to see equitable and excellent outcomes in literacy and numeracy for all learners.
Strengths
The school can draw from the following strengths to support the school in its goal support the excellence and equity in achievement of students in literacy and numeracy:
collaborative practices and planning schoolwide ensures a coherent and aligned approach to improving outcomes
well considered professional learning and development is extending teachers knowledge and understanding of effective strategies for acceleration
leaders and teachers effectively evaluate practice and achievement information for schoolwide improvement.
Where to next?
Moving forward, the school will prioritise:
continuing to develop staff capability in data literacy to support assessment, monitoring and tracking of student achievement
tracking and monitoring of students who are at risk of not meeting the required curriculum level and designing next steps for learning.
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
2 June 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 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).