Ngutuawa School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 136
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 10 Gould Crescent, Woolston, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-9820206
- office@ngutuawa.school.nz
- Website
- http://bamford.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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 68
- Māori
- 50
- Pacific
- 13
- Asian
- 13
- MELAA
- 2
- Other
- 1
- 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 | 1 | 0 | 0 | 0 | 11 | 0 | 15 |
| Year 02 | 6 | 2 | 3 | 1 | 0 | 9 | 0 | 21 |
| Year 03 | 12 | 2 | 1 | 1 | 0 | 5 | 0 | 21 |
| Year 04 | 12 | 0 | 0 | 0 | 1 | 8 | 0 | 21 |
| Year 05 | 10 | 0 | 2 | 0 | 0 | 6 | 0 | 18 |
| Year 06 | 9 | 0 | 0 | 0 | 0 | 6 | 0 | 15 |
| Year 07 | 3 | 2 | 1 | 0 | 0 | 9 | 0 | 15 |
| Year 08 | 4 | 1 | 1 | 1 | 0 | 7 | 0 | 14 |
| Total | 62 | 8 | 8 | 3 | 1 | 61 | 0 | 140 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 1 | 0 | 0 | 0 | 11 | 0 | 16 |
| Age 06 | 5 | 2 | 3 | 1 | 0 | 8 | 0 | 19 |
| Age 07 | 10 | 2 | 1 | 1 | 0 | 6 | 0 | 20 |
| Age 08 | 14 | 0 | 0 | 0 | 1 | 8 | 0 | 23 |
| Age 09 | 10 | 0 | 2 | 0 | 0 | 4 | 0 | 16 |
| Age 10 | 9 | 0 | 0 | 0 | 0 | 8 | 0 | 17 |
| Age 11 | 2 | 2 | 1 | 0 | 0 | 9 | 0 | 14 |
| Age 12 | 4 | 1 | 0 | 1 | 0 | 7 | 0 | 13 |
| Age 13 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 2 |
| Total | 62 | 8 | 8 | 3 | 1 | 61 | 0 | 140 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
96.4%
| Ngutuawa School | 96.4% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 60.8% |
|---|---|
| Male | 119.9% |
| Māori | 94.4% |
| Pacific | 115.7% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 132.1% |
| Total | 96.4% |
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
18.8%
| Ngutuawa School | 18.8% |
|---|---|
| Canterbury Region | 3.7% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 29.7% |
| Māori | 47.8% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 18.8% |
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%
| Ngutuawa School | 0% |
|---|---|
| Canterbury Region | 1.7% |
| Full Primary | 1.7% |
| 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)
- 526
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 1952
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
- 19 May 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 19 May 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 136 — 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
133
Counted while ERO’s review team was at the school. Education Review Office, report of 25 September 2019
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 19 May 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.
About the School
Ngutuawa School provides education for learners in Years 1 to 8. There are currently 139 learners enrolled in the school. Māori learners make up more than 40% of the students, European/ Pakeha are 36%. The school’s PRIDE values are Positivity/ Ngākaupai , Respect/ Whakaute , Integrity/ Tapatahi , Determination/ Pūtohe and Excellence/ Kairangi . An acting principal was in place at the time of this review.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well.
What is the quality of teaching and learning? The school needs to improve teaching and learning.
How well does the school curriculum respond to all learners needs? Learners have some opportunities to learn across the breadth and depth of the curriculum. There is a variable focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs require better support to achieve their education goals.
How well does school planning and conditions support ongoing improvement? The school is establishing planning and conditions that support improvements in the quality of education for learners.
How well does the school include all learners and promote their engagement and wellbeing? The school is taking steps to improve learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school should improve its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.
Student Health and Safety The school needs to ensure a physically and emotionally safe learning environment.
Achievement in Years 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading ERO was unable to verify the extent to that learners meet or exceed the expected curriculum level. Reliable data was not available.
Writing ERO was unable to verify the extent to that learners meet or exceed the expected curriculum level. Reliable data was not available.
Mathematics ERO was unable to verify the extent to that learners meet or exceed the expected curriculum level. Reliable data was not available.
Attendance
The school is behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
The school is not yet using an appropriate approach and reliable practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school is developing good quality planning to increase the rate of progress for all groups of students.
The school is yet to show whether it has improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school is yet to show whether it has extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is not making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
Support
During the course of this review ERO had concerns about the quality of education being provided and made recommendations for support and/or intervention to the Secretary / Ministry of Education.
Part B: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Learners have positive relationships with staff.
Recently appointed leaders have prioritised growing staff capability, setting strategic priorities with goals to improve outcomes for all learners. Recent engagement in professional learning is building teaching capability.
Structured literacy is embedded for younger learners and is beginning to be extended through to the senior areas of the school; structured mathematics is currently being implemented.
Inquiry into effective teaching practice has recently been implemented, with a planned approach to evaluation for improvement being developed.
Key priorities and actions for improvement
The agreed next steps for the school are to:
develop a schoolwide assessment framework based on high quality evidence and effective tools to improve teacher practices
provide opportunities for all learners to progress and achieve with their learning and wellbeing
develop a consistent learning environment that supports each learner’s needs using high-quality teaching practices.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
confirm assessment tools and provide teachers with professional learning in their use to inform planning and practice, improving learner outcomes
undertak e learner and staff wellbeing surveys
develop a shared, collaborative understanding of high-quality teaching practice that is context specific for the school
introduce strategies and initiatives to increase regular attendance
Within six months:
led by the acting principal review the progress of the application and consistency of high-quality teaching practices to plan for next steps in teacher development
Every six months:
gather, analyse and use reliable assessment information on all learners to inform teaching planning and practice to improve learner outcomes
gather, collate and respond with actions to wellbeing feedback
monitor and review the application and consistency of expected teaching practices to inform next steps
review and implement additional strategies and resources to further increase regular attendance and reduce chronic absence
Annually:
review and refine the consistency of assessment practices to establish the impact on learner programmes, progress and achievement
plan for strategies and resourcing to progress learner and staff wellbeing
evaluate the impact of high-quality teaching practice to plan for future learning and resourcing
evaluate strategies to improve attendance, tracking progress against government targets and reallocating resources as needed.
Actions taken against these next steps are expected to result in:
accurate and consistent achievement information, aligned with national priorities, used to inform teaching
positive wellbeing of learners and staff, reflected by high levels of engagement and participation in learning
consistent high-quality teaching and delivery of programmes that increase learner progress and achievement in reading, writing and mathematics
improved and sustained regular attendance of learners and reduced chronic absence.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
No
Curriculum
No
Management of Health, Safety and Welfare
No
Personnel Management
Yes
Actions for Compliance
The board has identified the following areas of non-compliance during the board assurance process:
board administration must meet each of the primary objectives in governing a school [Section 127 (1)(a), (1)(b)(i), (1)(c), (1)(d) and Sections 145 and 639, Education and Training Act, 2020]
learning programmes must have particular regard to the National Education and Learning Priorities (NELP) and give effect to foundation curriculum statements, national curriculum statements, national performance measures, teaching and learning programmes, monitoring and reporting students’ progress [Section 127 (2)(a), (2)(b) and Sections 5, 90, 164, 165, 639, Education and Training Act, 2020; National Education and Learning Priorities]
provide a safe physical and emotional environment for students through practices that are known, understood and effectively implemented. [Section 127 (1) and (2) Education and Training Act, 2020; Health and Safety at Work Act, 2015; Health and Safety at Work (General Risk and Workplace Management) Regulations, 2016]
The board has since taken steps to address the areas of non-compliance identified.
Recommendation to the Ministry of Education
ERO recommends that the Secretary for Education/Ministry of Education consider intervention for the dissolution of the board and appointment of a commissioner as listed in section 181, Education and Training Act 2020, to bring about the following improvements:
governance knowledge and effective implementation of the board’s roles and responsibilities
effective implementation of health and safety practices
develop high-quality schoolwide learning programmes, supported by effective assessment, to improve learners’ progress and achievement
develop a consistent learning environment that supports each learner’s needs using high-quality teaching practices.
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 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
Sharon Kelly Director of Schools (Acting)
19 May 2025
Education Counts
This 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 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).