Balfour School
Contributing · State
- Year levels
- 1–6
- Total roll
- 69
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 131 Queen Street, Balfour
- Territorial authority
- Southland District
- Phone
- 03-2016042
- office@balfour.school.nz
- Website
- http://www.balfour.school.nz
- Directions
- Get directions
Other schools nearby: schools in Southland
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.
- Term dates
- Term 1, 2026: 2nd Feb - 2nd April 2026
Term 1 - 2nd Feb - 2nd April 2026
- Term 2, 2026: 20 April - 3 July 2026
Term 2 - 20 April - 3 July 2026
- Term 3, 2026: 20 July - 25 Sept 2026
Term 3 - 20 July - 25 Sept 2026
- Term 4, 2026: 12 Oct - TBA
Term 4 - 12 Oct - TBA
Year stated asKey Dates for 2026
- Term 1, 2026: 2nd Feb - 2nd April 2026
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.
- In their words
- What We Stand For
- BALFOUR SCHOOL MISSION STATEMENT
- To be the best we can be for ourselves, our whānau and our community, while building an understanding of our environmental footprint.
- OUR VISION
- Our whānau and our tamariki will be happy and engaged in learning and in our school.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 48
- Māori
- 11
- Pacific
- 4
- Asian
- 11
- MELAA
- 0
- 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 | 0 | 0 | 2 | 0 | 0 | 4 | 0 | 6 |
| Year 02 | 3 | 0 | 1 | 0 | 0 | 6 | 0 | 9 |
| Year 03 | 1 | 1 | 2 | 0 | 0 | 5 | 0 | 8 |
| Year 04 | 3 | 1 | 3 | 0 | 0 | 13 | 0 | 18 |
| Year 05 | 1 | 1 | 1 | 0 | 0 | 1 | 0 | 4 |
| Year 06 | 3 | 1 | 4 | 0 | 0 | 8 | 0 | 16 |
| Year 07 | 1 | 0 | 1 | 0 | 0 | 2 | 0 | 3 |
| Total | 12 | 4 | 14 | 0 | 0 | 39 | 0 | 64 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Age 06 | 3 | 0 | 1 | 0 | 0 | 5 | 0 | 8 |
| Age 07 | 1 | 1 | 4 | 0 | 0 | 7 | 0 | 12 |
| Age 08 | 3 | 1 | 3 | 0 | 0 | 12 | 0 | 17 |
| Age 09 | 1 | 1 | 1 | 0 | 0 | 1 | 0 | 4 |
| Age 10 | 3 | 0 | 3 | 0 | 0 | 8 | 0 | 14 |
| Age 11 | 1 | 1 | 2 | 0 | 0 | 2 | 0 | 5 |
| Total | 12 | 4 | 14 | 0 | 0 | 39 | 0 | 64 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Balfour School | 0% |
|---|---|
| Southland Region | 61.8% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| 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%
| Balfour School | 0% |
|---|---|
| Southland Region | 6.3% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| 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%
| Balfour School | 0% |
|---|---|
| Southland Region | 2.8% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| 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)
- 421
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 31 December 1885
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
- 5 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 5 September 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
providing education for students in Years 1 to 6
- Years 1 to 6
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.
March 2018
96
Counted while ERO’s review team was at the school. Education Review Office, report of 22 May 2018
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 5 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 4 years to evaluate what is working well for learners and what needs to be improved.
About the School
Balfour School is a rural primary school in Southland providing education for students in Years 1 to 6. The school has a roll of 59 students. The school’s values are Be respectful - Manaakitanga , Be Positive - Ngākaupai , Be Honest - Pononga , and Be in Control - Tino Rangatiratanga.
A new principal was appointed to the school in October 2024.
Education Counts provides further information about the school’s student population, student engagement and student achievement. 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? The school is working towards high levels of success and progress for all learners.
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 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 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 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 A large majority of learners meet or exceed the expected curriculum level. Results are not yet 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 A large majority of 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.
A small majority of students 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 is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing 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 making progress towards meeting the Government targets for reading, writing and mathematics and agrees this should 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
School leadership effectively builds trust among staff, resulting in a collaborative approach to professional development and improved teaching and learning.
Learners experience positive, respectful relationships with teachers. Staff know their learners well, including their strengths and wellbeing.
Learners needing additional supports are identified and provided with effective assistance. This contributes to a positive and inclusive environment that progresses learning.
Staff are implementing structured literacy and numeracy approaches. They are well supported to do this through professional learning designed to improve practice, achievement and learning outcomes.
The school Board, leaders and staff continue to implement initiatives that strengthen school and community partnerships.
Key priorities
Strengthen the school's data collection, analysis, and use of achievement data.
Develop greater consistency in using data to inform teaching practice and planning.
Accelerate the progress and achievement of learners in reading and writing.
Engage in professional learning to help staff understand changes to the New Zealand Curriculum (NZC).
Improve regular attendance.
Actions
Within six months:
teachers engage in relevant professional learning to support the implementation of curriculum changes
leaders and teachers review curriculum guidelines and assessments and ensure alignment with updates to the curriculum and reporting requirements
Annually:
the School Board use progress and attendance data to inform strategic decisions and set appropriate and relevant targets for ongoing improvement
the Board gather and use feedback to maintain positive engagement and well-being in the school that can inform strategic and resourcing decisions.
Expected outcomes
Improved outcomes for all students, including equitable outcomes for Māori.
Effective and cohesive teaching approaches to structured literacy and mathematics are embedded.
Effective use of evaluation that strengthens teaching and learning practice.
Improved 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 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 (Acting)
5 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).