Pareawa Banks Avenue School
Contributing · State
- Year levels
- 1–6
- Total roll
- 357
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 57 Averill Street, Richmond, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3854163
- office@pareawabanksave.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
- 224
- Māori
- 80
- Pacific
- 39
- Asian
- 67
- MELAA
- 12
- Other
- 4
- 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 | 18 | 5 | 14 | 1 | 2 | 43 | 0 | 66 |
| Year 02 | 17 | 7 | 17 | 2 | 0 | 40 | 0 | 64 |
| Year 03 | 21 | 8 | 14 | 2 | 0 | 38 | 0 | 70 |
| Year 04 | 12 | 9 | 18 | 1 | 1 | 40 | 0 | 65 |
| Year 05 | 17 | 12 | 11 | 1 | 1 | 42 | 0 | 66 |
| Year 06 | 18 | 4 | 6 | 1 | 0 | 39 | 0 | 60 |
| Year 07 | 2 | 0 | 0 | 0 | 0 | 7 | 0 | 8 |
| Total | 105 | 45 | 80 | 8 | 4 | 249 | 0 | 399 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 15 | 5 | 12 | 1 | 1 | 39 | 0 | 57 |
| Age 06 | 18 | 6 | 15 | 2 | 1 | 42 | 0 | 65 |
| Age 07 | 18 | 8 | 16 | 2 | 0 | 39 | 0 | 71 |
| Age 08 | 16 | 9 | 20 | 1 | 1 | 38 | 0 | 68 |
| Age 09 | 16 | 11 | 10 | 2 | 1 | 41 | 0 | 64 |
| Age 10 | 19 | 6 | 6 | 0 | 0 | 42 | 0 | 63 |
| Age 11 | 3 | 0 | 1 | 0 | 0 | 8 | 0 | 11 |
| Total | 105 | 45 | 80 | 8 | 4 | 249 | 0 | 399 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
307%
| Pareawa Banks Avenue School | 307% |
|---|---|
| Canterbury Region | 38.3% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 145.7% |
|---|---|
| Male | 470.9% |
| Māori | 589.1% |
| Pacific | 104.2% |
| Asian | 0% |
| Other | 876.7% |
| European/Pākehā | 325.6% |
| Total | 307% |
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
37.9%
| Pareawa Banks Avenue School | 37.9% |
|---|---|
| Canterbury Region | 3.7% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 76.4% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 58% |
| Total | 37.9% |
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
24.4%
| Pareawa Banks Avenue School | 24.4% |
|---|---|
| Canterbury Region | 1.7% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 49.1% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 37.1% |
| Total | 24.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 466
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 13 November 1956
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
- 3 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (3 December 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 same report — the board assurance report of 3 December 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO has identified the following areas of non-compliance during the board assurance process:
Mandatory reporting of resignations to the Teaching Council of Aotearoa New Zealand [Section 489, Education and Training Act 2020].
The board has since addressed the areas of non-compliance identified.
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 357 — 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
398
Counted while ERO’s review team was at the school. Education Review Office, report of 18 June 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 3 December 2024 — “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.
Context
Pareawa Banks Avenue School is located in Shirley, Christchurch and provides education for learners in Years 1 to 6. The school vision is Living and Learning with HEART ( Hauora , Excellence, Aroha , Respect, Togetherness) . A new principal has been recently appointed. The school is a member of the Ōtākaro Kāhui Ako.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next ev aluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Most students are engaged, make good progress and achieve well.
Most students achieve at expected curriculum levels in reading and mathematics and in writing, a large majority achieve at the expected curriculum level.
Some learners are not achieving as well as others; the school has yet to get Māori learners achieving as well as their peers in reading and mathematics and in writing boys achieving as well as girls.
Wellbeing data indicates students feel a strong sense of belonging and that teachers believe they can succeed, and it is okay to be different.
The majority of students attend school regularly; the school has yet to meet the Ministry of Education attendance target and is actively working to lift the attendance of learners.
Conditions to support learner success
Leadership has established a culture committed to high quality teaching, and continuous improvement.
Leaders ensure cohesive planning, coordination and evaluation of the school’s curriculum and teaching; expectations for high quality teaching are clear, and teachers are well-supported to meet these.
Senior leaders have established a distributed model of leadership, with clear expectations and responsibilities, to grow and develop leaders across the school further.
Leaders use evidence and data highly effectively to plan and monitor the school’s strategic improvement cycle, increasingly evaluating the effectiveness of strategies designed to improve learner outcomes.
Teachers use evidence-based teaching strategies to provide purposeful, well-paced learning.
Teachers work collaboratively in teaching pairs, and within pods, to monitor learners’ progress and achievement, responding to their needs in multiple ways.
Teachers are well supported to engage in relevant professional learning, to reflect and receive feedback on teaching practices, and to effectively support all learners.
A range of meaningful learning opportunities connect learning with cultural stories, the arts and the local environment to engage and inspire learners.
Key conditions that underpin successful school are well-aligned and embedded.
Student voice is highly valued, leaders and teachers collect, analyse, and respond to this to improve learner outcomes.
Leaders and teachers recognise, value and affirm the increasingly diverse languages, cultures and needs of learners.
Leaders and teachers work effectively and collaboratively with local community organisations and education networks to provide rich learning opportunities for learners.
The board has identified its work has been focused on the rebuild and relocation to the new site; the board is now focused on wider aspects of its governance role.
Part B: Where to next?
The agreed next steps for the school are to:
consolidate and embed recent professional learning into curriculum design and teaching practice
review the school’s curriculum, teaching delivery, expectations and assessments, in response to national curriculum changes, to ensure coherence and alignment
continue to implement and evaluate strategies to improve regular attendance of learners
further develop strong partnerships with parents across the diverse school community to effectively support the progress and achievement of all learners.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
develop a board training strategy to further support their governance role
identify priorities for review and establish an agreed timeline and process
Every six months:
leaders evaluate the impact of interventions to improve achievement on learner outcomes to inform teaching and learning
leaders and teachers continue to analyse student data, responding with adapted teaching and learning programmes that support and accelerate the progress of priority learners
review the impact of strategies to improve attendance
Annually:
collectively analyse, evaluate and report on schoolwide achievement and attendance data and strategically plan actions to improve the progress and achievement outcomes for all learners
gather, review and respond to parent and whānau feedback on the success of partnerships with the school and engagement with their children’s learning.
Actions taken against these next steps are expected to result in:
increased attendance, reduced disparity and improved progress and achievement for all learners
sustained, effective teaching practices
parent and whānau input to assist with strategic planning and the allocation of resources
consistent board governance for ongoing, targeted support of learners and staff.
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 Evaluation 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
Shelley Booysen Director of Schools
3 December 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 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).