Abbotsford School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 284
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 72 North Taieri Road, Karaka, Dunedin
- Territorial authority
- Dunedin City
- Phone
- 03-4882642
- office@abbotsford.school.nz
- Directions
- Get directions
Other schools nearby: schools in Dunedin · schools in Otago
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.
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
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.
- Voluntary donation
- $120 for one child and $160 for two or more children, paid at the start of the school year
School Donations - Donations are $120 for one child and $160 for two or more children - Donations may be paid at the start of the school year, part payments are welcome throughout the year and direct payment facilities are also available
- $120 for one child and $160 for two or more children, paid at the start of the school year
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Otago triathlon
Children compete in the Otago triathlon, cross country, athletics, and swimming competitions.
- cross country
Children compete in the Otago triathlon, cross country, athletics, and swimming competitions.
- athletics
Children compete in the Otago triathlon, cross country, athletics, and swimming competitions.
- swimming
Children compete in the Otago triathlon, cross country, athletics, and swimming competitions.
- rugby
We also have a friendly competition with local schools in rugby, soccer, netball, and cricket.
- soccer
We also have a friendly competition with local schools in rugby, soccer, netball, and cricket.
- netball
We also have a friendly competition with local schools in rugby, soccer, netball, and cricket.
- cricket
We also have a friendly competition with local schools in rugby, soccer, netball, and cricket.
- Flippa Ball
- Flippa Ball
- Waterpolo
- Waterpolo
- Touch Rugby
- Touch Rugby
- Futsal
- Futsal
- Volleyball
- Volleyball
- Miniball
- Miniball
- Hockey
- Hockey
- Tennis
- Tennis
- Choir
They were joined by our Choir, Ukulele Orchestra, Rock Band, and Kapa Haka groups.
- Ukulele Orchestra
They were joined by our Choir, Ukulele Orchestra, Rock Band, and Kapa Haka groups.
- Rock Band
They were joined by our Choir, Ukulele Orchestra, Rock Band, and Kapa Haka groups.
- Kapa Haka
They were joined by our Choir, Ukulele Orchestra, Rock Band, and Kapa Haka groups.
- school tutoring programme
Students who learn instruments through our school tutoring programme
- Otago triathlon
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 256
- Māori
- 56
- Pacific
- 14
- Asian
- 15
- 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 | 11 | 4 | 2 | 0 | 0 | 37 | 0 | 39 |
| Year 02 | 11 | 3 | 2 | 0 | 0 | 36 | 0 | 38 |
| Year 03 | 8 | 4 | 1 | 0 | 1 | 43 | 0 | 45 |
| Year 04 | 9 | 2 | 2 | 0 | 0 | 49 | 0 | 51 |
| Year 05 | 9 | 2 | 1 | 0 | 0 | 33 | 0 | 35 |
| Year 06 | 10 | 0 | 1 | 0 | 0 | 44 | 0 | 46 |
| Year 07 | 7 | 0 | 1 | 2 | 0 | 23 | 0 | 25 |
| Year 08 | 4 | 1 | 1 | 2 | 1 | 11 | 0 | 13 |
| Total | 69 | 16 | 11 | 4 | 2 | 276 | 0 | 292 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 10 | 3 | 2 | 0 | 0 | 34 | 0 | 36 |
| Age 06 | 11 | 3 | 2 | 0 | 0 | 38 | 0 | 40 |
| Age 07 | 8 | 4 | 1 | 0 | 1 | 45 | 0 | 47 |
| Age 08 | 10 | 3 | 2 | 0 | 0 | 48 | 0 | 50 |
| Age 09 | 9 | 2 | 1 | 0 | 0 | 35 | 0 | 37 |
| Age 10 | 9 | 0 | 1 | 0 | 0 | 41 | 0 | 43 |
| Age 11 | 8 | 0 | 1 | 0 | 0 | 21 | 0 | 21 |
| Age 12 | 4 | 1 | 1 | 3 | 1 | 13 | 0 | 16 |
| Age 13 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 2 |
| Total | 69 | 16 | 11 | 4 | 2 | 276 | 0 | 292 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
13.2%
| Abbotsford School | 13.2% |
|---|---|
| Otago Region | 36.8% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 25.6% |
| Māori | 44.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 14% |
| Total | 13.2% |
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
10.3%
| Abbotsford School | 10.3% |
|---|---|
| Otago Region | 4.6% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 20.4% |
| Māori | 31.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 10.9% |
| Total | 10.3% |
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
10.3%
| Abbotsford School | 10.3% |
|---|---|
| Otago Region | 2% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 20.2% |
| Māori | 31.6% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 10.9% |
| Total | 10.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 438
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1953
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
- 15 May 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (24 August 2022)
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 24 August 2022 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 this report states about the school
As stated in ERO’s report of 15 May 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for students from Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 15 May 2026 — “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
Abbotsford School provides education for students from Years 1 to 8. The school’s current roll is 274. 70% of students are Pākehā /New Zealand European, 21% identify as Māori . The school’s vision is to inspire learners who are curious, creative and collaborative, and who bring empathy, resilience and purpose in all they do.
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
Improvement and progress
This section is about the progress the school has made since the August 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school planned to strengthen culturally responsive teaching practices in daily interactions and learning opportunities. Staff focused on providing authentic, real-life learning contexts that support self-directed learning and contribute to improved writing achievement for all cohorts of learners.
Findings
Student self-directed learning is embedded and effective across the school. Targeted, strategic professional learning has significantly strengthened teacher capability to effectively implement self-directed learning at all year levels. Leadership and teachers focus on strengthening writing practices and approaches, resulting in improved writing achievement and accelerated progress for students most at risk of not achieving.
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? Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.
What is the quality of teaching and learning? Learners benefit from excellent 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 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? School planning and conditions to support high quality education for learners are driving excellent school performance.
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 1 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 64% 65 to 79% 80 to 90% Over 90%
Reading Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing Most 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
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
Most students attend school regularly.
The school is at the target of 80% regular attendance.
The school has a suitable plan in place 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 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 significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has significantly 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 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
A schoolwide culture of collaboration and evaluation, led by the principal, supports teachers to be deliberate in their approach to improving outcomes for all learners.
Leaders and teachers work collaboratively to grow professional capability and a shared understanding of high-quality teaching practice through ongoing staff inquiry, that improves progress and achievement for learners.
Self-directed learning is strengthened through the teaching of an integrated curriculum that draws on tikanga Māori and te ao Māori , to empower learners to make informed choices and actively participate in their own learning across all year levels.
Structured approaches to literacy and mathematics are a key focus for the school as it continues to enhance teaching knowledge and capacity through ongoing professional development.
Leaders and teachers deliberately foster a positive, inclusive school culture where students and staff feel valued and supported. The Abbotsford School Board demonstrates a strong commitment to wellbeing, making strategic decisions that prioritise and strengthen wellbeing across the school.
Strong, positive relationships between the school and community are evident, including effective communication and consultation approaches that contribute to strategic planning.
Key priorities
Increase achievement for boys in reading.
Implement and embed structured approaches to mathematics.
Strengthen and embed te reo Māori in classrooms to enhance learning outcomes for Māori learners.
Sustain regular rates of attendance for all learners.
Within six months:
leaders and teachers identify practices and approaches to improve achievement in reading for boys
leaders and teachers implement structured approaches to mathematics, through ongoing professional development
leaders and teachers plan an effective approach to ensure consistent use of te reo Māori in classrooms by teaching staff
Every six months:
leaders report on reading progress and achievement, with specific commentary on the impact of interventions for boys
leaders and teachers review the implementation of structured approaches to mathematics and plan for future professional development
leaders review and report to the Board and school community the impact of the school’s attendance management plan, to continue to meet the government target
Annually:
leaders and teachers evaluate the impact of practices and approaches targeted at increasing reading achievement for boys
leaders evaluate the impact of structured approaches to mathematics, to ensure consistency of practice and alignment across all year levels
leaders and teachers evaluate the school’s approach to culturally responsive practices through the increased use of te reo Māori in classrooms and identify the impact on Māori learner outcomes
leaders and the board evaluate the effectiveness of the attendance plan to inform future strategic planning and support ongoing improvement.
Expected outcomes
Sustained and improved excellent and equitable outcomes for all learners in reading and mathematics.
Improved achievement outcomes for Māori learners.
All students attending school regularly.
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
15 May 2026
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).