Khandallah School
Contributing · State
- Year levels
- 1–6
- Total roll
- 294
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 20 Clark Street, Khandallah, Wellington
- Territorial authority
- Wellington City
- Phone
- 04-4796685
- office@khandallah.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington · schools in Wellington Region
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.
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/2879
- Application for Enrolment . Please click on this [link](https://enrolments.linc-ed.com/apply/NZ/2879)
- https://enrolments.linc-ed.com/apply/NZ/2879
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
- The Khandallah Star Values
- - Respect, Responsibility, Resilience, Excellence, Kindness
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 199
- Māori
- 11
- Pacific
- 6
- Asian
- 60
- MELAA
- 18
- Other
- 12
- 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 | 0 | 8 | 1 | 4 | 21 | 0 | 33 |
| Year 02 | 7 | 1 | 12 | 3 | 2 | 31 | 0 | 46 |
| Year 03 | 1 | 3 | 14 | 2 | 1 | 34 | 0 | 51 |
| Year 04 | 2 | 3 | 12 | 5 | 0 | 24 | 0 | 41 |
| Year 05 | 4 | 1 | 20 | 7 | 2 | 41 | 0 | 69 |
| Year 06 | 2 | 2 | 16 | 5 | 1 | 26 | 0 | 47 |
| Year 07 | 1 | 1 | 2 | 0 | 0 | 3 | 0 | 5 |
| Total | 19 | 11 | 84 | 23 | 10 | 180 | 0 | 292 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 8 | 1 | 4 | 21 | 0 | 33 |
| Age 06 | 5 | 0 | 11 | 3 | 2 | 29 | 0 | 43 |
| Age 07 | 3 | 4 | 14 | 3 | 1 | 34 | 0 | 52 |
| Age 08 | 2 | 3 | 13 | 4 | 0 | 22 | 0 | 39 |
| Age 09 | 4 | 1 | 19 | 6 | 2 | 44 | 0 | 70 |
| Age 10 | 2 | 2 | 17 | 6 | 1 | 27 | 0 | 50 |
| Age 11 | 1 | 1 | 2 | 0 | 0 | 3 | 0 | 5 |
| Total | 19 | 11 | 84 | 23 | 10 | 180 | 0 | 292 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Khandallah School | 0% |
|---|---|
| Wellington Region | 24.7% |
| Contributing | 35.6% |
| State | 40.2% |
| 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%
| Khandallah School | 0% |
|---|---|
| Wellington Region | 2.6% |
| 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%
| Khandallah School | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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)
- 372
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1893
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
- 27 January 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (16 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 16 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 27 January 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education to students in Years 1 to 6
- Years 1 to 6
What ERO wrote in its latest report
This is ERO’s report of 27 January 2026 — “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
Khandallah School provides education to students in Years 1 to 6. Of the 327 students, 64% identify as New Zealand European| Pākehā , 28% as Asian and 9% as Māori .
The school’s vision Inspiring future stars| Tātai ki te rangi is underpinned by the school values of Respect| Whakaute , Responsibility| Haepapa , Kindness| Atawhai , Excellence| Kairangi, Resilience| Manawaroa .
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 November 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school expected to see teachers effectively use the school’s assessment practices to meet the needs of all groups of students.
Findings
All students’ progress and achievement are effectively tracked and monitored using robust assessment practices. The school is focused on implementing new assessments in line with curriculum changes and new literacy and mathematics programmes.
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? Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.
What is the quality of teaching and learning? Learners benefit from excellent 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 a consistent focus on supporting learners to gain skills in 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 high quality education for learners are driving excellent school performance.
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 1 to 6
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 64% 65 to 79% 80 to 90% Over 90%
Reading Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are 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.
Most learners attend school regularly.
The school is at the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is 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 number of English Language Learners attending the school has significantly increased over the last five years with 27% of the roll receiving Ministry of Education funding to support English language learning.
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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 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
School leaders work collaboratively, are improvement focused and ensure that expectations for high-quality teaching are clear, shared and monitored. They promote a reflective culture that supports staff to review their teaching practice to positively impact learner outcomes.
A distributed leadership model supports well-known systems, processes and practices across the school, promoting common expectations to guide behaviour, teaching and learning.
High quality teaching of structured literacy and mathematics is prioritised across all classes. Warm, respectful relationships are highly evident between teachers and students, with well understood classroom routines promoting a good pace of learning and student confidence.
Students requiring additional support, including English Language Learners, are identified and provided with effective assistance to access the school curriculum and experience success. Additional resourcing and appropriate professional development for all staff working with these learners supports their success.
An appropriate range of Professional Learning and Development (PLD) is in place to support and grow teacher capability in key teaching and learning areas aligned to the school’s planning and the refreshed curriculum and Government priorities.
A range of initiatives are in place to promote positive relationships with families/ whānau which enable them to work with school staff to support positive learning outcomes for students.
Key priorities
Develop and implement a documented school attendance plan using the Stepped Attendance Response (STAR) framework and share this with the school community.
Strengthen annual planning documentation to clearly articulate the school’s goals for learners, enabling the school Board and leaders to evaluate the impact of the actions taken.
Actions to bring about improvement
Every six months:
using the school’s attendance strategy, regularly review to identify effective initiatives and plan actions for improvement for the next six months
analyse achievement and outcome information to know the impact of the actions taken as part of the annual implementation plan
Annually:
evaluate the effectiveness of the attendance plan initiatives and develop a plan for the following year
evaluate the effectiveness of the strategic actions taken to improve learner outcomes to guide ongoing planning.
Expected outcomes
Improved regular attendance.
Improved outcomes for learners.
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 meeting regulatory and legislative requirements in the following areas:
Board administration
Yes
Curriculum
Yes
Management of health, safety and welfare
Yes
Personnel management
Yes
Actions for compliance
ERO has identified the following areas of non-compliance during the board assurance process:
the school must ensure that child protection policies, procedures and guidelines are known and implemented [Section 18 and 19, Children’s Act 2014; Section 15 Oranga Tamariki Act 1989]
as part of emergency preparation, lockdown drills need to be undertaken regularly [National Civil Defence Emergency Plan Order 2015] .
The board has since addressed the areas of non-compliance identified.
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
27 January 2026
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).