Blomfield Special School and Resource Ctre
Specialist School · State
- Year levels
- not reported
- Total roll
- 182
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 31 Maunu Road, Whangarei
- Territorial authority
- Whangarei District
- Phone
- 09-4382105
- administration@blomfield.school.nz
- Directions
- Get directions
Other schools nearby: schools in Whangārei · schools in Northland
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 67
- Māori
- 116
- Pacific
- 18
- Asian
- 7
- 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 | 5 | 0 | 0 | 0 | 0 | 2 | 0 | 7 |
| Year 02 | 7 | 3 | 0 | 1 | 0 | 2 | 0 | 12 |
| Year 03 | 8 | 2 | 0 | 0 | 0 | 6 | 0 | 13 |
| Year 04 | 9 | 1 | 1 | 0 | 0 | 2 | 0 | 13 |
| Year 05 | 10 | 1 | 0 | 0 | 0 | 3 | 0 | 12 |
| Year 06 | 5 | 1 | 0 | 0 | 0 | 1 | 0 | 7 |
| Year 07 | 8 | 3 | 1 | 0 | 0 | 6 | 0 | 17 |
| Year 08 | 10 | 1 | 0 | 0 | 0 | 1 | 0 | 11 |
| Year 09 | 10 | 1 | 0 | 0 | 0 | 6 | 0 | 15 |
| Year 10 | 3 | 0 | 0 | 0 | 0 | 4 | 0 | 6 |
| Year 11 | 8 | 2 | 1 | 0 | 0 | 4 | 0 | 14 |
| Year 12 | 4 | 2 | 1 | 0 | 0 | 7 | 0 | 9 |
| Year 13+ | 11 | 1 | 1 | 1 | 0 | 14 | 0 | 26 |
| Total | 98 | 18 | 5 | 2 | 0 | 58 | 0 | 162 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 0 | 0 | 0 | 0 | 2 | 0 | 7 |
| Age 06 | 7 | 3 | 0 | 1 | 0 | 3 | 0 | 12 |
| Age 07 | 6 | 2 | 0 | 0 | 0 | 4 | 0 | 10 |
| Age 08 | 12 | 1 | 1 | 0 | 0 | 3 | 0 | 17 |
| Age 09 | 10 | 1 | 0 | 0 | 0 | 3 | 0 | 12 |
| Age 10 | 4 | 1 | 0 | 0 | 0 | 1 | 0 | 6 |
| Age 11 | 8 | 3 | 1 | 0 | 0 | 6 | 0 | 17 |
| Age 12 | 9 | 1 | 0 | 0 | 0 | 1 | 0 | 10 |
| Age 13 | 10 | 1 | 0 | 0 | 0 | 6 | 0 | 15 |
| Age 14 | 3 | 0 | 0 | 0 | 0 | 4 | 0 | 6 |
| Age 15 | 9 | 2 | 1 | 0 | 0 | 4 | 0 | 15 |
| Age 16 | 4 | 2 | 1 | 0 | 0 | 6 | 0 | 8 |
| Age 17 | 5 | 0 | 0 | 0 | 0 | 4 | 0 | 8 |
| Age 18 | 4 | 0 | 0 | 0 | 0 | 4 | 0 | 8 |
| Age 19+ | 2 | 1 | 1 | 1 | 0 | 7 | 0 | 11 |
| Total | 98 | 18 | 5 | 2 | 0 | 58 | 0 | 162 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
0%
| Blomfield Special School and Resource Ctre | 0% |
|---|---|
| Northland Region | 82.3% |
| Specialist School | 12.7% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 1 data (2023-2025)
Percentage with NCEA level 2 or above — 2025
0%
| Blomfield Special School and Resource Ctre | 0% |
|---|---|
| Northland Region | 72.1% |
| Specialist School | 8% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 2 data (2023-2025)
Percentage with NCEA level 3 or above — 2025
0%
| Blomfield Special School and Resource Ctre | 0% |
|---|---|
| Northland Region | 48.3% |
| Specialist School | 1.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
0%
| Blomfield Special School and Resource Ctre | 0% |
|---|---|
| Northland Region | 16.8% |
| Specialist School | 0.7% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison Vocational Pathway data (2023-2025)
Retention
Percentage staying until at least 17th birthday — 2025
100%
| Blomfield Special School and Resource Ctre | 100% |
|---|---|
| Northland Region | 72.9% |
| Specialist School | 79.1% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 100% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
7.4%
| Blomfield Special School and Resource Ctre | 7.4% |
|---|---|
| Northland Region | 52% |
| Specialist School | 24.1% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 18.4% |
|---|---|
| Male | 0% |
| Māori | 11.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 19.8% |
| Total | 7.4% |
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%
| Blomfield Special School and Resource Ctre | 0% |
|---|---|
| Northland Region | 6.5% |
| Specialist School | 3.4% |
| 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%
| Blomfield Special School and Resource Ctre | 0% |
|---|---|
| Northland Region | 2.7% |
| Specialist School | 1.8% |
| 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)
- 518
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 9 October 1960
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
- 20 October 2022
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (20 October 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 20 October 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.
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 182 — 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 2015
86
Counted while ERO’s review team was at the school. Education Review Office, report of 15 May 2015
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 20 October 2022 — “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 19 months of the Education Review Office and Blomfield Special School and Resource Centre 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
Blomfield Special School and Resource Centre caters for students with very high and complex needs living in the wider Te Tai Tokerau region. Students at the school range from five to 21 years of age. The central campus in Whangārei has six classrooms that includes three transition classes. Twelve satellite classrooms operate across six host schools located in Kaitaia, Whangārei, Kamo and Oromahoe. The school also runs a specialist outreach service for ORS-funded students in mainstream school settings.
Blomfield Special School and Resource Centre’s strategic priorities for improving outcomes for learners are to:
promote a sense of belonging, as students develop and improve their personal skills, knowledge, and independence to grow as included members of society
be open to learning and refining teaching knowledge and practice to engage students in relevant and meaningful learning
advocate for student and whānau engagement within the wider health, disability and educational context.
You can find a copy of the school’s strategic and annual plan on Blomfield Special School and Resource Centre’s website.
ERO and the school are working together to evaluate how well the Relationships First approach impacts students’ engagement in their learning, promoting culturally responsive practice and equitable outcomes for priority learners.
The rationale for selecting this evaluation is:
the opportunity it provides to develop a shared understanding of student engagement for learners at Blomfield Special School and Resource Centre, capturing and responding to stakeholder voice
the school’s ongoing commitment to strengthening teacher-student relationships to improve learner engagement, progress and outcomes.
The school expects to see students experiencing a sense of belonging and acceptance through the development of enhanced relationships with their teachers. Teachers will actively reflect on and continually develop their knowledge and practice which will enable learners to engage more meaningfully with learning activities.
Strengths
The school can draw from the following strengths to support its goal of evaluating the impact of the Relationships First approach on student engagement:
a school culture that is positive and committed to advocating for learners’ rights and seeing students as capable learners
a holistic approach to supporting the needs of learners that encompasses flexible curriculum delivery and therapeutic approaches
a commitment to culturally responsive practice, with a specific focus on Te Ao Māori.
Where to next?
Moving forward, the school will prioritise:
refining the mainstream model of Relationships First to make it suitable for the specialist school context
embedding coaching strategies across all the satellite classes to ensure consistent teacher reflection and refinement of culturally responsive teaching practice
strengthening school capability for gathering stakeholder voice to inform future strategic planning.
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.
Filivaifale Jason Swann Director Review and Improvement Services (Northern) Northern Region | Te Tai Raki
20 October 2022
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).