Brightwater School
Contributing · State
- Year levels
- 1–6
- Total roll
- 239
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 106 Ellis Street, Brightwater
- Territorial authority
- Tasman District
- Phone
- 03-5423666
- office@brightwater.school.nz
- Directions
- Get directions
Other schools nearby: schools in Tasman
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.
- School day starts
- 9:00am
School starts – 9:00am
- 9:00am
- School day ends
- 3:00pm
School ends – 3:00pm
- 3:00pm
- Uniform
- Not required
A school t-shirt is available to purchase through the office for $20.00 This is not compulsory.
- Not required
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
- At Brightwater School we take great pride in creating a learning environment where all children are valued and given the opportunity to develop academically, socially and physically in a safe and caring manner.
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
- volleyball
Some of the many sporting opportunities include: volleyball, netball, miniball, rippa and hockey.
- netball
Some of the many sporting opportunities include: volleyball, netball, miniball, rippa and hockey.
- miniball
Some of the many sporting opportunities include: volleyball, netball, miniball, rippa and hockey.
- rippa
Some of the many sporting opportunities include: volleyball, netball, miniball, rippa and hockey.
- hockey
Some of the many sporting opportunities include: volleyball, netball, miniball, rippa and hockey.
- kiwisport
Our within school opportunities include kiwisport, swimming, athletics and cross country
- swimming
Our within school opportunities include kiwisport, swimming, athletics and cross country
- athletics
Our within school opportunities include kiwisport, swimming, athletics and cross country
- cross country
Our within school opportunities include kiwisport, swimming, athletics and cross country
- volleyball
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 212
- Māori
- 37
- Pacific
- 6
- Asian
- 12
- MELAA
- 4
- Other
- 3
- 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 | 9 | 0 | 2 | 0 | 0 | 27 | 0 | 31 |
| Year 02 | 4 | 1 | 0 | 2 | 0 | 37 | 0 | 41 |
| Year 03 | 10 | 2 | 1 | 1 | 0 | 30 | 0 | 37 |
| Year 04 | 4 | 0 | 1 | 2 | 0 | 31 | 0 | 36 |
| Year 05 | 7 | 2 | 2 | 1 | 0 | 39 | 0 | 47 |
| Year 06 | 1 | 1 | 0 | 0 | 0 | 29 | 0 | 31 |
| Year 07 | 0 | 0 | 0 | 1 | 0 | 14 | 0 | 15 |
| Total | 35 | 6 | 6 | 7 | 0 | 207 | 0 | 238 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 8 | 0 | 2 | 0 | 0 | 27 | 0 | 30 |
| Age 06 | 4 | 1 | 0 | 2 | 0 | 35 | 0 | 40 |
| Age 07 | 10 | 2 | 1 | 1 | 0 | 31 | 0 | 37 |
| Age 08 | 5 | 0 | 1 | 2 | 0 | 34 | 0 | 40 |
| Age 09 | 7 | 2 | 2 | 1 | 0 | 37 | 0 | 45 |
| Age 10 | 1 | 1 | 0 | 0 | 0 | 28 | 0 | 30 |
| Age 11 | 0 | 0 | 0 | 1 | 0 | 15 | 0 | 16 |
| Total | 35 | 6 | 6 | 7 | 0 | 207 | 0 | 238 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
29.3%
| Brightwater School | 29.3% |
|---|---|
| Tasman Region | 33% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 58% |
| Māori | 0% |
| Pacific | 325.8% |
| Asian | 0% |
| Other | 213% |
| European/Pākehā | 22.8% |
| Total | 29.3% |
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%
| Brightwater School | 0% |
|---|---|
| Tasman Region | 3.2% |
| 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%
| Brightwater School | 0% |
|---|---|
| Tasman Region | 2.1% |
| 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)
- 439
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1888
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
- 4
- Last reviewed
- 20 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (20 November 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 20 November 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 239 — 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.
July 2019
330
Counted while ERO’s review team was at the school. Education Review Office, report of 27 September 2019
June 2014
283
Counted while ERO’s review team was at the school. Education Review Office, report of 28 July 2014
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 20 November 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
Brightwater School is located in Tasman and provides education for learners in Years 1 to 6. The school aims to connect with the whakatauki : Nau to rourou , naku te rourou , ka ora te iwi - with your food basket and my food basket, then everyone will be fed . The school’s AWA values are Active respect; We belong and connect; Able to bounce back.
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
Outcomes for most students are increasingly equitable and excellent.
Most students are achieving within or beyond expected curriculum levels in reading, writing and mathematics.
Equitable progress and achievement for all groups of learners is evident.
Learners express a strong sense of belonging that is well supported by the school’s values which sit within its local curriculum and inclusive practices.
A large majority of students attend school regularly; the school is yet to meet the Ministry of Education’s national target and has strategies in place to lift attendance.
Conditions to support learner success
Leaders use evidence well to set goals, plan, monitor and evaluate the school strategic improvement priorities.
Leaders involve learners, staff and whānau in strategic decision making to further improve progress, achievement and wellbeing.
Professional learning for teachers links with strategic goals to strengthen teaching practice which improves outcomes for learners.
Leaders and teachers collaborate with whānau and the community to build and sustain high levels of relational trust that support learners.
Evidence-based teaching strategies and practices are used effectively to provide engaging learning opportunities.
Teachers have embedded systems and processes for gathering and using a range of purposeful assessment information to inform and guide teacher planning and practice for all learners.
Teachers effectively use the school’s local curriculum to provide contextual learning opportunities that enhance learner engagement and success.
Learners needing additional support and/or extension are clearly identified and are provided with relevant and increasingly successful support; learning is regularly monitored to ensure continued progress and acceleration across the curriculum.
Conditions that underpin effective schooling are well embedded, contributing positively to school improvement.
The board effectively evaluates relevant information that strategically prioritises goals and targets to bring about success and improvement over time, giving effect to Te Tiriti o Waitangi .
The board, leaders and staff value and partner meaningfully with the wider community, to sustain strong relationships that enhance inclusion and wellbeing.
Leaders and teachers work collaboratively with educational providers to strengthen, grow and develop high-quality teaching practices to continually improve outcomes for learners.
Leaders and staff are proactive in enhancing an inclusive culture and environment that reflects the school’s values and supports high expectations for all learners.
Part B: Where to next?
The agreed next steps for the school are to:
align the school’s local curriculum to effectively implement the changes to the New Zealand Curriculum , to further improve progress and achievement in reading, writing and mathematics
enhance wellbeing and engagement for all students to ensure educational success through gathering and analysing feedback from learners and whānau , the teaching of the school’s local curriculum and values
continue to develop teaching practices to promote te Ao Māori through curriculum design to ensure a strong sense of belonging and connection to the community for all learners
continue to increase and monitor regular attendance through a range of strategies.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
engage in relevant professional learning to begin to implement the changes to The New Zealand Curriculum
strengthen the school’s connection to the local environment to enhance a strong sense of belonging
through the school’s relationship with local iwi and the area.
Every six months:
review reading, writing and mathematics progress and achievement information to inform teaching planning and practice for ongoing learning
evaluate attendance data to review and refine strategies that increase regular attendance.
Annually:
evaluate the impact of professional learning on teaching practice, progress and achievement and outcomes for learners to inform planning
evaluate school-wide assessment processes to inform and further strengthen teaching and learning
consult with whānau and the community to inform future strategic planning and resourcing decisions.
Actions taken against these next steps are expected to result in:
sustained progress and achievement in reading, writing and mathematics for all learners
strengthened confidence and capabilities in teaching practices to further improve outcomes and sense of belonging for learners
learners having a strong sense of belonging and connection to their learning journey, through the teaching of the school’s local curriculum and values
increased and sustained regular attendance.
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
20 November 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 4 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).