Yaldhurst School – Tōtara Tūkaha
Full Primary · State
- Year levels
- 1–8
- Total roll
- 125
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 48 School Road, Yaldhurst
- Territorial authority
- Christchurch City
- Phone
- 03-3427933
- secretary@yaldhurst.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
- 101
- Māori
- 23
- Pacific
- 10
- Asian
- 20
- MELAA
- 3
- 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 | 6 | 3 | 8 | 1 | 1 | 28 | 0 | 37 |
| Year 02 | 2 | 0 | 4 | 0 | 0 | 16 | 0 | 18 |
| Year 03 | 5 | 4 | 1 | 1 | 1 | 18 | 0 | 21 |
| Year 04 | 4 | 2 | 2 | 1 | 0 | 10 | 0 | 13 |
| Year 05 | 2 | 0 | 0 | 0 | 0 | 10 | 0 | 10 |
| Year 06 | 0 | 1 | 0 | 0 | 0 | 13 | 0 | 14 |
| Total | 19 | 10 | 15 | 3 | 2 | 95 | 0 | 113 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 3 | 7 | 1 | 1 | 25 | 0 | 33 |
| Age 06 | 2 | 0 | 5 | 0 | 0 | 16 | 0 | 19 |
| Age 07 | 5 | 4 | 1 | 1 | 1 | 20 | 0 | 23 |
| Age 08 | 4 | 2 | 2 | 0 | 0 | 9 | 0 | 12 |
| Age 09 | 2 | 0 | 0 | 1 | 0 | 13 | 0 | 13 |
| Age 10 | 0 | 1 | 0 | 0 | 0 | 12 | 0 | 13 |
| Total | 19 | 10 | 15 | 3 | 2 | 95 | 0 | 113 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Yaldhurst School – Tōtara Tūkaha | 0% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Yaldhurst School – Tōtara Tūkaha | 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%
| Yaldhurst School – Tōtara Tūkaha | 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)
- 432
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1876
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
- 3 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 3 March 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
can provide 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 125 — 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
153
Counted while ERO’s review team was at the school. Education Review Office, report of 4 March 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 3 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
Yaldhurst School – Tōtara Tūkaha is in Canterbury and can provide education for learners in Years 1 to 8. There are currently 120 learners in Years 1 to 6. European/ Pakeha students make up more than 80% of the school roll with just over 10% Māori students and the remainder from other ethnicities. Learners are encouraged to know and use the HERO values of Healthy, Enthusiastic, Responsible and Open Minded . A new Principal began in 2025.
Progress since March 2020 ERO report
To sustain improvement and future learner success, three next steps were identified: build understanding and use of internal evaluation to inform improvement; strengthen leaders’ capacity to gather, analyse and report on schoolwide progress and achievement; and build leaders’ and board members’ understanding and capability to ensure ongoing school improvement.
Since the last review, leaders and the board have worked together to develop capability and ensure ongoing school improvement through the development of strategic and annual planning. Data is gathered systematically, analysed and reported. Internal evaluation capability is being intentionally developed by leaders with staff.
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 equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are 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
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet 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 progress towards Government reading, writing and mathematics and/or pānui , tuhituhi and pāngarau targets and is likely to meet them by 2030.
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 express a strong sense of belonging along with sound knowledge of the school values.
Learners are well supported by teachers, support staff and leaders in a culture of care, reflected in high levels of engagement, progress and the involvement of their families.
Leaders use data and research well to inform their practice, focus on strategic goals and support staff to assist learners in meeting their potential.
Structured, explicit teaching is a strength across the school; this benefits learners’ progress and achievement.
Intentional, collaborative planning and teaching meets the needs of diverse learners, supporting their learning effectively.
Ongoing evaluation of programmes and response to progress strengthens teaching and learning for learners.
Key priorities and actions for improvement
The agreed next steps for the school are to:
formalise and embed self-review processes for effective governance
pursue further progress and acceleration of learners in reading; sustain achievement in writing and mathematics
continue to refine and develop the school curriculum incorporating national changes; maintain collaborative teaching and learning practice across the school
pursue increased regular attendance for learners through effective use of school strategies and resources.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
refine self-review for the board, along with assessment practices and tools with staff, so learner needs are clearly identified and responded to
develop the collective capability of staff, aligned with strategic goals, to extend collective teaching capability
analyse progress towards the goals of most learners achieving at or above their curriculum level in reading, writing and mathematics and make changes where appropriate
evaluate the effectiveness of strategies and resources to lift regular attendance, adjusting as needed to maintain momentum
Annually:
confirm assessments and assessment practice for the next year align with learner needs and continued progress, achievement and national changes
review and evaluate the effectiveness of staff professional learning on building capacity and learner progress adjusting as needed
evaluate the extent to which targeted resources and support for learning has improved and sustained progress and achievement; use this evaluation to plan next steps
check progress towards improved regular attendance and reduced chronic absences; plan strategically for the best use of resources to lift attendance further.
Actions taken against these next steps are expected to result in:
effective board governance supporting robust school assessment practices that inform next steps and improved outcomes for learners
most learners achieving at or above expected curriculum levels in reading, writing; sustaining the trajectory of achievement in mathematics
increased regular attendance and reduced chronic absences.
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
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 Acting Director of Schools
3 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).