Burnside High School

What ERO wrote in its latest report

This is ERO’s report of 4 June 2026 — “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.

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.

About the school

Burnside High School is located in Christchurch and provides education for 2700 students in Years 9 to 13. 49% of students identify as Pākehā /New Zealand European, 42% Asian, 8% Māori , Pacific 4%, and 4% Middle Eastern, Latin and African. The school is guided by its three values: Bring Respect: Manaakitanga; Have Pride: Mana ; Seek Excellence: Rangatiratanga.

Significant building programmes have been occurring for over the past three years. The school hosts a Specialist Music Programme.

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

Improvement and progress

This section is about the progress the school has made since the April 2023 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

Burnside High School focused on evaluating the impact of its strategic priorities on student wellbeing, progress and achievement, especially for Māori and Pacific students.

Findings

Strong progress and achievement are evident for most students across the diversity of the school though this is not yet consistently equitable for all Māori and Pacific students. Attendance and learning data are used strategically to identify learning needs for all groups of students and implement a wider range of targeted support strategies for students who require this.

What we know about learner success

This section provides a summary of learner success, wellbeing and foundation school conditions, including any education in Rumaki/Reo Rua settings. The judgments are based on the ERO School Improvement Framework and evidence provided to ERO during the evaluation.

Less than a third Less than half Small majority Large majority Most Almost all

0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%

Learner success and wellbeing

This section provides a summary of learner success and wellbeing.

Most students achieve high levels of academic success, some very high, and express a positive sense of wellbeing.

By the end of Year 10 most students achieve at or above expected levels in reading and numeracy, and a large majority in writing. The school is yet to achieve consistently equitable outcomes for Māori and Pacific students; ongoing improvement is evident.

At Year 11 the school offers National Certificate in Educational Achievement (NCEA) and the International General Certificate of Secondary Education (IGCSE). A large majority of the students who enter NCEA achieve Level 1; all students who enter IGCSE achieve this.

Most students achieve NCEA Levels 2 and 3, and a large majority achieve University Entrance. Ninety-two students were awarded New Zealand Scholarship in 2025. NCEA results for Māori and Pacific are improving but are not yet consistently equitable with other groups of students at the school.

Students report that they value a strong sense of belonging and support throughout the school, and that they enjoy a wide variety of learning and extra-curricular activities.

A large majority of students attend school regularly; the school is yet to meet the Government’s target for regular attendance. Regular attendance is improving for all groups and remains a priority for the school.

Conditions to support learner success

This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.

Strategic leadership sustains a culture committed to high quality teaching and learning for both excellence and equity in outcomes.

Leaders and the Board work collaboratively and strategically to ensure focus is on wellbeing and achievement for students.

Leaders model strong relational practices in their ongoing refinement of school processes to further meet the needs of students and staff.

Leaders’ practice enables active collaboration across the school. Staff share strengths and learning progress discussions are facilitated for further increasing progress and achievement for all groups of students.

Teaching and learning opportunities are well-considered and intentionally relevant, challenging and meaningful for students.

Students experience a curriculum that provides a wide range of learning opportunities for students’ interests and promotes engagement in learning.

The classroom learning culture is well-established and consistently characterised by respect, inclusion, and collaboration between teachers and students.

Effective academic monitoring and support processes increasingly promote engagement and success for all groups of students.

Conditions that underpin effective schooling are well-embedded and drive ongoing school improvement.

The Board actively represents and serves the school in its stewardship role and prioritises the wellbeing of staff, and the wellbeing, progress and achievement of students.

The school is committed to refining staff’s understanding and application of Te Tiriti o Waitangi to benefit and contribute to student engagement and success.

Systematic, collaborative inquiry and evaluation are used to inform priorities and refine strategies to further achievement for all groups of students.

Leaders, staff and students recognise, value and increasingly cater for the diverse identities, languages and cultures of students, whānau and the community.

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 identifies key priorities and actions for improvement.

Key priorities

Strengthen consistently equitable outcomes for those Year 9 and 10 Māori and Pacific students who need it in literacy and numeracy.

Sustain evidence-based responsive teaching and learning schoolwide to ensure consistently equitable outcomes for Māori and Pacific students.

Further improve regular attendance.

Actions to bring about improvement

Within six months:

evaluate the consistency of impact of strategies for literacy and numeracy achievement in Years 9 and 10, particularly for Māori and Pacific students who would benefit from further support

evaluate the consistency of schoolwide implementation of the school’s evidence-based culturally responsive teaching practices to reduce disparities in achievement

Every six months:

leaders, teachers and the Board evaluate the impact of implemented strategies on improving regular attendance, progress and achievement for all groups of students, and respond to these findings

Annually:

the Board and leaders evaluate the effectiveness of strategies for increasing student attendance, progress and achievement for all groups of students to guide strategic and annual improvement planning.

Expected outcomes

All students experience evidence-based responsive teaching practices.

Further improved literacy and numeracy outcomes for all students, particularly for Māori and Pacific students.

Consistency of excellent and equitable outcomes for Māori and Pacific students in senior qualifications.

Improved levels of regular attendance.

The next public report on ERO’s website will be a School Report and is due within four 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

4 June 2026

Read this report on ero.govt.nz →