Bell Block School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 446
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 31 Bell Block Court, Bell Block, New Plymouth
- Territorial authority
- New Plymouth District
- Phone
- 06-7550838
- office@bellblock.school.nz
- Directions
- Get directions
Other schools nearby: schools in New Plymouth · schools in Taranaki
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: 2 February – 2 April
| 1 | 2 February | 2 April |
Year stated asTERM DATES 2026
- Term 2, 2026: 21 April – 3 July
| 2 | 21 April | 3 July |
Year stated asTERM DATES 2026
- Term 3, 2026: 20 July – 25 September
| 3 | 20 July | 25 September |
Year stated asTERM DATES 2026
- Term 4, 2026: 12 October – 15 December
| 4 | 12 October | 15 December |
Year stated asTERM DATES 2026
- Term 1, 2026: 2 February – 2 April
- How to enrol
- https://www.bellblock.school.nz/enrolment-zone/
To apply for a place for your child please download an enrolment form from the Enrolments page of our [website](https://www.bellblock.school.nz/enrolment-zone/)
- https://www.bellblock.school.nz/enrolment-zone/
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
- TRIPLE A
- The grey part represents the korowai or cloak. A school and community supporting students to live the motto: Our Best Always – Kaha i ngā wā katoa.
- ABILITY
- Embrace the things we can do and strive to reach our potential
- ATTITUDE
- Have a positive outlook and willingness to grow
- ACTION
- Use our abilities and knowledge to make a positive difference in our world
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
- Basketball
| Basketball | Years 5-8 | Term 2 – 3 |
- Miniball
| Miniball | Years 1-4 | Term 2 – 3 |
- Cricket
| Cricket | Years 1-8 | Term 1 & 4 |
- Hockey
| Hockey | Years 3-6 | Term 2 – 3 |
- Hockey – summer
| Hockey – summer | Years 3-6 | Term 4 |
- Netball
| Netball | Years 1-2 | Term 4 |
- Rippa Rugby
| Rippa Rugby | Years 1-8 | Term 1 |
- Touch
| Touch | Years 1-8 | Term 1 & 4 |
- Volleyball
| Volleyball | Years 7-8 | Term 2 |
- football
Year 5-8 students participate in an interschool competition playing netball, football and rugby against other New Plymouth schools
- rugby
Year 5-8 students participate in an interschool competition playing netball, football and rugby against other New Plymouth schools
- schoolwide triathlon
All students are expected to participate in the schoolwide triathlon, swimming sports, cross country and athletics.
- swimming sports
All students are expected to participate in the schoolwide triathlon, swimming sports, cross country and athletics.
- cross country
All students are expected to participate in the schoolwide triathlon, swimming sports, cross country and athletics.
- athletics
All students are expected to participate in the schoolwide triathlon, swimming sports, cross country and athletics.
- Basketball
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 312
- Māori
- 96
- Pacific
- 18
- Asian
- 105
- MELAA
- 8
- 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 | 14 | 6 | 9 | 1 | 0 | 30 | 0 | 43 |
| Year 02 | 12 | 1 | 18 | 0 | 0 | 40 | 0 | 59 |
| Year 03 | 13 | 1 | 5 | 1 | 0 | 41 | 0 | 49 |
| Year 04 | 16 | 4 | 18 | 1 | 0 | 43 | 0 | 63 |
| Year 05 | 4 | 1 | 13 | 1 | 0 | 44 | 0 | 55 |
| Year 06 | 9 | 0 | 14 | 1 | 1 | 34 | 0 | 52 |
| Year 07 | 12 | 5 | 17 | 1 | 0 | 47 | 0 | 70 |
| Year 08 | 11 | 2 | 10 | 1 | 1 | 39 | 0 | 59 |
| Total | 91 | 20 | 104 | 7 | 2 | 318 | 0 | 450 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 12 | 6 | 8 | 1 | 0 | 25 | 0 | 37 |
| Age 06 | 11 | 1 | 17 | 0 | 0 | 39 | 0 | 57 |
| Age 07 | 15 | 1 | 7 | 1 | 0 | 41 | 0 | 51 |
| Age 08 | 15 | 3 | 17 | 0 | 0 | 41 | 0 | 60 |
| Age 09 | 6 | 2 | 13 | 2 | 0 | 49 | 0 | 60 |
| Age 10 | 9 | 0 | 13 | 1 | 1 | 37 | 0 | 54 |
| Age 11 | 11 | 5 | 17 | 1 | 0 | 42 | 0 | 64 |
| Age 12 | 10 | 2 | 10 | 1 | 1 | 39 | 0 | 58 |
| Age 13 | 2 | 0 | 2 | 0 | 0 | 5 | 0 | 9 |
| Total | 91 | 20 | 104 | 7 | 2 | 318 | 0 | 450 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
52.9%
| Bell Block School | 52.9% |
|---|---|
| Taranaki Region | 41.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 72.4% |
|---|---|
| Male | 36.6% |
| Māori | 30.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 71.2% |
| Total | 52.9% |
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%
| Bell Block School | 0% |
|---|---|
| Taranaki Region | 4.1% |
| 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%
| Bell Block School | 0% |
|---|---|
| Taranaki Region | 1.6% |
| 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)
- 441
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 16 November 1858
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
- 16 October 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (16 October 2024)
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 16 October 2024 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 446 — 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.
October 2018
438
Counted while ERO’s review team was at the school. Education Review Office, report of 24 December 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 16 October 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
Bell Block School , Te Kura o Mangati is located just outside of New Plymouth. It provides education for students in Years 1 to 8. A new Deputy Principal joined the leadership team at the beginning of 2024. The school’s vision is known as ’ The three A’s: Ability, Attitude and Action’ and is supported by recently revised values and principles.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Most learners are engaged, make good progress and achieve very well.
Most learners are achieving at or above expected levels in reading; the large majority are achieving at or above expectation in writing and mathematics.
Achievement outcomes in reading, writing and maths are increasingly equitable; information shows that learners have a strong sense of belonging, have high expectations for behaviour, and engage in meaningful learning.
Most learners attend regularly; Ministry of Education targets for regular attendance are met.
Conditions to support learner success
Leaders are building a culture committed to high quality teaching and improving student outcomes.
Leadership strengthens professional practice through team inquiry that continually improves the provision for learning; leaders maintain high expectations of each other, their staff and students.
Leaders take a considered and evidence-based approach when developing schoolwide strategies to improve outcomes for all learners.
Leadership roles have been expanded and extended, enabling effective progress towards meeting school priorities.
Teaching is increasingly intentional and responsive to learner’s diverse strengths and needs.
Teachers know their learners well; useful evidence is collected and increasingly used to respond to learners’ strengths and needs.
Students have a wide range of opportunities to engage, experiment and apply new skills; consistent, focused literacy and mathematics teaching, alongside specialist teaching in technology, science and physical education ensures learners experience the full breadth and depth of The New Zealand Curriculum .
Learners with additional learning needs have a range of effective interventions in place to help meet identified needs.
Key conditions that support student success are evident in the culture of the school.
Parents and whānau opinions are respected and actively sought to guide ongoing development and strategic improvement.
Regular monitoring and reporting to the board about student attendance, learning and behaviour usefully informs decision making and resourcing.
Leadership is taking steps to give effect to Te Tiriti o Waitangi , increasingly developing partnerships for learning with Māori community.
Leaders use internal evaluation processes well; quality evidence and community voice help the school to continually improve.
Part B: Where to next?
The agreed next steps for the school are to:
further develop coherent schoolwide practices by using the school’s vision, values and principles to enhance learner success
strengthen systems and processes to support consistency of understanding and practice in literacy and mathematics across the school
deeply inquire into what works to support Māori to achieve success as Māori , particularly in writing and mathematics
further support parents and whānau to be active partners in their children’s learning.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
continue to report learner outcomes in achievement and progress, attendance, wellbeing, behaviour, and learning needs to the school’s board for scrutiny
evaluate and report progress made on the school’s te reo me ōna tikanga Māori action plan.
Annually:
report learner outcomes to the school’s community to show progress made against annual goals, inclusive of achievement and progress, attendance, wellbeing, behaviour, learning needs, and te reo me ōna tikanga Māori action plan
continue to collect, analyse and use relevant community feedback to help prioritise strategic intent.
Actions taken against these next steps are expected to result in:
further improvements in learner achievement, progress, attendance and engagement
parents and whānau having clearer knowledge of how to support their children in their learning
te reo me ōna tikanga Māori is normalised across the school and evident in classroom practice.
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
Shelley Booysen Director of Schools
16 October 2024
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).