Christ The King School (Burnside)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 317
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 92 Greers Road, Burnside, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3582708
- admin@christtheking.school.nz
- Directions
- Get directions
Other schools nearby: schools in Christchurch · schools in Canterbury
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.
- Uniform
- Required
We expect all children to take a pride in their uniform, and in line with school policy we insist that children wear the correct uniform everyday.
- Required
- Term dates
- Term 1, 2026: Monday 2 February – Thursday 2 April (9 weeks)
Term 1 Monday 2 February – Thursday 2 April (9 weeks)
Year stated as2026 TERM DATES
- Term 2, 2026: Monday 20 April – Friday 3 July (11 weeks)
Term 2 Monday 20 April – Friday 3 July (11 weeks)
Year stated as2026 TERM DATES
- Term 3, 2026: Monday 20 July – Friday 25 September (10 weeks)
Term 3 Monday 20 July – Friday 25 September (10 weeks)
Year stated as2026 TERM DATES
- Term 4, 2026: Monday 12 October – Tuesday 15 December (9 weeks + 2 days)
Term 4 Monday 12 October – Tuesday 15 December (9 weeks + 2 days)
Year stated as2026 TERM DATES
- Term 1, 2026: Monday 2 February – Thursday 2 April (9 weeks)
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 217
- Māori
- 27
- Pacific
- 19
- Asian
- 119
- MELAA
- 10
- 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 | 6 | 2 | 16 | 1 | 1 | 21 | 0 | 37 |
| Year 02 | 2 | 1 | 18 | 0 | 1 | 15 | 0 | 31 |
| Year 03 | 5 | 3 | 20 | 2 | 0 | 24 | 0 | 42 |
| Year 04 | 3 | 1 | 10 | 2 | 0 | 27 | 0 | 35 |
| Year 05 | 2 | 1 | 12 | 2 | 1 | 24 | 0 | 37 |
| Year 06 | 6 | 4 | 12 | 1 | 1 | 35 | 0 | 44 |
| Year 07 | 5 | 2 | 22 | 3 | 0 | 49 | 0 | 57 |
| Year 08 | 5 | 5 | 9 | 3 | 1 | 36 | 0 | 40 |
| Total | 34 | 19 | 119 | 14 | 5 | 231 | 0 | 323 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 2 | 10 | 1 | 1 | 19 | 0 | 29 |
| Age 06 | 2 | 1 | 21 | 0 | 1 | 16 | 0 | 36 |
| Age 07 | 5 | 3 | 21 | 2 | 0 | 24 | 0 | 42 |
| Age 08 | 3 | 1 | 11 | 2 | 0 | 26 | 0 | 36 |
| Age 09 | 2 | 1 | 13 | 1 | 1 | 25 | 0 | 37 |
| Age 10 | 6 | 3 | 12 | 2 | 1 | 35 | 0 | 44 |
| Age 11 | 4 | 3 | 18 | 3 | 0 | 41 | 0 | 48 |
| Age 12 | 3 | 5 | 11 | 2 | 0 | 35 | 0 | 40 |
| Age 13 | 3 | 0 | 2 | 1 | 1 | 10 | 0 | 11 |
| Total | 34 | 19 | 119 | 14 | 5 | 231 | 0 | 323 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Christ The King School (Burnside) | 0% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Christ The King School (Burnside) | 0% |
|---|---|
| Canterbury Region | 3.7% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| 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%
| Christ The King School (Burnside) | 0% |
|---|---|
| Canterbury Region | 1.7% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| 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)
- 369
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1959
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
- 2
- Last reviewed
- 2 September 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 2 September 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
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 317 — 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.
November 2019
344
Counted while ERO’s review team was at the school. Education Review Office, report of 18 February 2020
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 2 September 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.
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
Christ The King School (Burnside) is located in Christchurch and provides education for learners in Years 1 to 8. The current school roll is 321. 38% of learners identify as Pākehā | New Zealand European, 37% as Asian, 10% as Māori , 4% as of Pacific heritage, and 4% as Middle Eastern, Latin American and/or African.
The school’s ‘High 5’ sacred heart values are faith, intellect, action, growth and community .
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
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation
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 sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain foundational 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 reasonably 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 is improving its collection and use 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 section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 65% 65 to 79% 80 to 90% Over 90%
Reading Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The small majority of learners attend school regularly.
The school is approaching 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 not yet reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how well the school supports all learners to make sufficient 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 is likely to meet them by 2030.
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 outlines what the school is doing well and identifies actions for improvement.
Areas of Strength
The school achieves and sustains high outcomes for learners, including equitable outcomes for Māori students.
The School Board and leaders regularly consult with the school’s community, using well-established partnerships to inform strategic priorities for school improvement.
Internal expertise and strategically aligned professional learning and development develop and strengthen teacher capability and improve outcomes for learners.
Students, teachers, leaders, and the community maintain strong relationships.
The school prioritises structured approaches to literacy and mathematics and continually enhances teaching knowledge and capacity through ongoing professional development.
Leaders and teachers work collaboratively, utilising their individual strengths to lead the implementation of the school’s strategic priorities and foster expectations for high quality teaching and equitable, excellent outcomes for all learners.
Key priorities
Embed and strengthen structured approaches to teaching and learning in mathematics and literacy to support improved outcomes for all learners.
Evaluate and extend strategies to improve regular attendance.
Strengthen teaching and learning approaches to increase engagement and achievement of all learners.
Actions to bring about improvement
Within six months:
leaders and teachers review strategies and monitor progress towards improving regular rates of attendance and learner outcomes in reading, writing and mathematics
Every six months:
leaders report to the Board on student progress and achievement in reading, writing and mathematics to show the impact of actions and intended responses to emerging trends
leaders and teachers review responsive teaching practices within the school and identify areas for further development, with a particular focus on acknowledging the diverse range of cultures in the school
Annually:
the Board, with input from the school community, use of student attendance, progress and achievement information to develop strategic priorities and resourcing decisions
leaders and the Board evaluate the school’s responsive teaching approaches and initiatives that impact positively on learner engagement, progress and achievement.
Expected outcomes
Consistent and structured approaches for teaching literacy and mathematics improve equity of outcomes for all learners.
Improved rates of regular attendance.
Responsive teaching practices enhance student engagement, progress and achievement.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements.
Board Assurance with Regulatory and Legislative Requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
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
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 (Acting)
2 September 2025
Read the full report on ero.govt.nz →
All 2 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).