Bradford School
Contributing · State
- Year levels
- 1–6
- Total roll
- 97
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 42A Bradford Street, Bradford, Dunedin
- Territorial authority
- Dunedin City
- Phone
- 03-4536254
- office@bradford.school.nz
- Directions
- Get directions
Other schools nearby: schools in Dunedin · schools in Otago
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 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
- Weekly Kapa Haka
- Weekly Kapa Haka
- Singing
- Singing
- Polyfest
- Polyfest
- School Production
- School Production
- Student lead Talent Fests
- Student lead Talent Fests
- Guitar lessons on a Tuesday afternoon with Chris from the Modern School of Music
- Guitar lessons on a Tuesday afternoon with Chris from the Modern School of Music
- Ma-Fi Arts programme
- Extension opportunities such as Ma-Fi Arts programme, african drumming, dance
- african drumming
- Extension opportunities such as Ma-Fi Arts programme, african drumming, dance
- Kelly Sports
Kelly Sports also run a lunchtime programme for students as an optional lunch time activity.
- Weekly Kapa Haka
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 73
- Māori
- 21
- Pacific
- 10
- Asian
- 12
- MELAA
- 1
- 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 | 2 | 2 | 1 | 1 | 0 | 11 | 0 | 14 |
| Year 02 | 4 | 1 | 4 | 0 | 0 | 13 | 0 | 18 |
| Year 03 | 4 | 2 | 1 | 0 | 0 | 8 | 0 | 12 |
| Year 04 | 3 | 0 | 2 | 0 | 0 | 17 | 0 | 19 |
| Year 05 | 2 | 2 | 1 | 0 | 0 | 9 | 0 | 12 |
| Year 06 | 3 | 2 | 3 | 1 | 0 | 13 | 0 | 18 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 18 | 9 | 12 | 2 | 0 | 72 | 0 | 94 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 2 | 1 | 1 | 0 | 11 | 0 | 14 |
| Age 06 | 4 | 1 | 4 | 0 | 0 | 13 | 0 | 18 |
| Age 07 | 4 | 2 | 1 | 0 | 0 | 9 | 0 | 13 |
| Age 08 | 3 | 0 | 2 | 0 | 0 | 16 | 0 | 18 |
| Age 09 | 1 | 2 | 1 | 0 | 0 | 8 | 0 | 10 |
| Age 10 | 4 | 1 | 3 | 1 | 0 | 13 | 0 | 19 |
| Age 11 | 0 | 1 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 18 | 9 | 12 | 2 | 0 | 72 | 0 | 94 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
356.4%
| Bradford School | 356.4% |
|---|---|
| Otago Region | 36.8% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 63% |
|---|---|
| Male | 618.4% |
| Māori | 351.1% |
| Pacific | Too few to report |
| Asian | 0% |
| Other | Too few to report |
| European/Pākehā | 290.4% |
| Total | 356.4% |
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%
| Bradford School | 0% |
|---|---|
| Otago Region | 4.6% |
| 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 | 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%
| Bradford School | 0% |
|---|---|
| Otago Region | 2% |
| 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 | 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)
- 475
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 December 1952
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
- 12 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (7 November 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 7 November 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 12 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for learners in Years 1 to 6
- Years 1 to 6
What ERO wrote in its latest report
This is ERO’s report of 12 May 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
Bradford school is situated on the outskirts of Dunedin city and provides education for learners in Years 1 to 6. The roll sits at 93. European | Pākehā make up 56% of learners, 22% identify as Māori , 11% Asian and 9% Pacific peoples. Bradford School’s mission is to be an inclusive community and its values are: We Care; We Grow; He Waka Eke Noa , we are all in this together, with no exception.
Progress since November 2022 ERO report
Bradford School leaders have worked to strengthen teacher practice in mathematics, so all learners have an increased sense of confidence and self-esteem when solving mathematical problems. This has resulted in mathematical plans that are more responsive to learners' needs and significant improvement in progress in mathematics for those learners at risk of not achieving.
Processes to better support these improvements include better analysis of achievement information to identify trends and patterns for groups of learners so that disparity can be addressed in a timely and responsive manner. Utilising this information, the school has strengthened its learner first focus which drives all planning initiatives related to learners’ engagement and attendance.
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 becoming more equitable for all groups of learners.
Writing Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Attendance
The school is behind 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.
Chronic absence is reducing over time.
Assessment
The school uses an appropriate approach and reliable practices to 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
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 meeting Government reading, writing and mathematics targets and/or pānui , tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
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
The school has strong, collaborative leadership team that effectively and consistently drives strategic goals to raise outcomes for all learners. Inclusive practice is at the forefront of all teaching and learning contexts and strongly emphasises parents as partners in learning.
Learning programmes reflect local contexts and strong connections with learners, whānau and the wider community. Reading, writing and mathematics are explicitly taught in the wider curriculum and there is a consistent focus on supporting learners to gain these foundation skills at each level of learning.
Teachers at Bradford School have been using the Science of Learning approach for over two years. This is successfully embedded across both English and mathematics.
All teachers are supported to develop initiatives and take on extra responsibilities that continue to keep the needs of learners at the centre of school planning.
Key priorities and actions for improvement
The agreed next steps for the school are to:
identify the groups of learners for whom achievement is not equitable and develop plans to address this in order to raise their achievement
incorporate learner feedback in the design of selected learning contexts and in key decisions about learning
extend the use of data to more widely inform decision making around school improvement for all groups of learners
monitor and improve attendance levels and share the attendance plan with the community.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
resource and embed the play-based learning plan to increase student attendance and engagement
gather learner feedback about contexts that learners are interested in and consider these in future planning
monitor learner achievement and engagement and communicate with parents regarding the impact of low attendance
Every six months:
respond to learner engagement in the curriculum so far in the year to inform planning for the next six months
analyse mid-year data to inform next steps for all learners and to monitor the equity of progress and achievement
meet with whānau to better understand whether the school is meeting their aspirations for learners
Annually:
share achievement and wellbeing data with the Board to inform resourcing and interventions
review the impact of interventions for those learners who are below and above expectations
monitor student attendance for those students most at risk of not attending school to evaluate the impact of the play-based learning initiative and reflect and respond with any changes needed
continue to monitor student attendance and review the attendance plan if necessary.
Actions taken against these next steps are expected to result in:
improved progress for those students at risk of not achieving in reading, writing and mathematics
enhanced equity in achievement outcomes for all groups of learners
heightened community awareness of the importance of attendance in relation to learners' achievement
increased opportunities for learners to set their own learning goals and lead learning contexts that they are interested in.
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 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
12 May 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 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).