New Brighton Catholic School (Chch)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 195
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 100 Lonsdale Street, New Brighton, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3887982
- office@nbc.school.nz
- Directions
- Get directions
Other schools nearby: schools in Christchurch · schools in Canterbury
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.
- Term dates
- Term 1, 2026: Tuesday 27 January - Thursday 2 April
Term 1 Tuesday 27 January - Thursday 2 April
Year stated asTerm Dates 2026
- Term 2, 2026: Monday 20 April - Friday 3 July
Term 2 Monday 20 April - Friday 3 July
Year stated asTerm Dates 2026
- Term 3, 2026: Monday 20 July - Friday 25 September
Term 3 Monday 20 July - Friday 25 September
Year stated asTerm Dates 2026
- Term 4, 2026: Monday 12 October - EOY Mass Tuesday 16 December
Term 4 Monday 12 October - EOY Mass Tuesday 16 December
Year stated asTerm Dates 2026
- Term 1, 2026: Tuesday 27 January - Thursday 2 April
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/3445
For Preference enrolments please pre-enrol using the [online enrolment form](https://enrolments.linc-ed.com/apply/NZ/3445).
- https://enrolments.linc-ed.com/apply/NZ/3445
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.
- Special character
- At New Brighton Catholic School, our Catholic Special Character underpins everything that we do.
- We endeavour to educate students within a caring, Catholic atmosphere and hope to share the wonder of God's love with the students we meet.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 169
- Māori
- 33
- Pacific
- 25
- Asian
- 12
- MELAA
- 4
- 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 | 3 | 4 | 3 | 1 | 0 | 19 | 0 | 23 |
| Year 02 | 1 | 5 | 2 | 1 | 0 | 25 | 0 | 26 |
| Year 03 | 8 | 2 | 1 | 1 | 0 | 21 | 0 | 27 |
| Year 04 | 4 | 2 | 1 | 2 | 0 | 31 | 0 | 33 |
| Year 05 | 8 | 3 | 2 | 1 | 0 | 23 | 0 | 28 |
| Year 06 | 1 | 1 | 0 | 0 | 0 | 17 | 0 | 19 |
| Year 07 | 1 | 4 | 1 | 0 | 0 | 19 | 0 | 21 |
| Year 08 | 4 | 3 | 1 | 0 | 0 | 23 | 0 | 28 |
| Total | 30 | 24 | 11 | 6 | 0 | 178 | 0 | 205 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 3 | 2 | 1 | 0 | 16 | 0 | 19 |
| Age 06 | 1 | 5 | 3 | 1 | 0 | 26 | 0 | 28 |
| Age 07 | 7 | 2 | 1 | 1 | 0 | 21 | 0 | 26 |
| Age 08 | 3 | 2 | 1 | 1 | 0 | 29 | 0 | 32 |
| Age 09 | 10 | 4 | 1 | 2 | 0 | 25 | 0 | 29 |
| Age 10 | 1 | 1 | 1 | 0 | 0 | 18 | 0 | 21 |
| Age 11 | 1 | 2 | 1 | 0 | 0 | 16 | 0 | 18 |
| Age 12 | 2 | 4 | 1 | 0 | 0 | 21 | 0 | 24 |
| Age 13 | 2 | 1 | 0 | 0 | 0 | 6 | 0 | 8 |
| Total | 30 | 24 | 11 | 6 | 0 | 178 | 0 | 205 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
62%
| New Brighton Catholic School (Chch) | 62% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 109% |
|---|---|
| Male | 15.4% |
| Māori | 42.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 62.1% |
| Total | 62% |
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%
| New Brighton Catholic School (Chch) | 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%
| New Brighton Catholic School (Chch) | 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)
- 445
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 5 February 1935
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
- 19 March 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (19 March 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 19 March 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 195 — 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.
December 2019
208
Counted while ERO’s review team was at the school. Education Review Office, report of 10 March 2020
August 2015
155
Counted while ERO’s review team was at the school. Education Review Office, report of 29 October 2015
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 19 March 2024 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within 9 months of the Education Review Office and New Brighton Catholic School working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
New Brighton Catholic School (Chch) is a state-integrated Year 0 to 8 Catholic primary school located in Christchurch. The school maintains its history, heritage, and links to Mary Immaculate through their virtues of walking in the footsteps of Jesus by being kind, showing respect, having gratitude, and seeking excellence.
New Brighton Catholic School (Chch)’s strategic priorities for improving outcomes for learners are:
connecting and growing the Faith Community
inspiring a positive learning culture where hauora (wellbeing) and identity is prioritised and nurtured
strengthening and empowering teaching and learning for all (teachers, students, whānau ).
You can find a copy of the school’s strategic and annual plan on New Brighton Catholic School (Chch)’s website.
ERO and the school are working together to evaluate h ow effectively their literacy programmes and practices enable excellent and equitable outcomes for students.
The rationale for selecting this evaluation is that the school has identified it needs:
a consistent, structured approach to teaching literacy school wide
to upskill the teaching and support staff with the current literacy teaching practices, encompassing brain development and learning
to know the impact of literacy teaching practices on strengthening learner engagement and achievement.
The school expects to see:
teacher capability and knowledge strengthened for effective consistent practice in teaching literacy
students able to identify their next learning steps in literacy to support their progress and achievement
whānau and school partnerships which further support literacy learning success for all
improved progress and achievement in literacy.
Strengths
The school can draw from the following strengths to support it to evaluate its goal h ow effectively their literacy programmes and practices enable excellent and equitable outcomes for students:
The experienced and reflective leadership team, and supportive board, are focused on continuous improvement.
A positive, committed teaching staff who engage in professional learning to develop their capacity.
The school is part of a network of schools where digital technology is embedded into teaching practice to enhance and support the learning experiences of the students.
Where to next?
Moving forward, the school will prioritise:
ensuring consistency in literacy teaching practices across the school
implementing and embedding the literacy approach in both reading and writing
strengthening the school’s assessment and monitoring systems to know the impact of the literacy programme on student engagement and achievement.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director of Schools
19 March 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).