Richmond School (Nelson)
Contributing · State
- Year levels
- 1–6
- Total roll
- 500
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 14 Cambridge Street, Richmond, Nelson
- Territorial authority
- Tasman District
- Phone
- 03-5448959
- school@richmondprimary.school.nz
- Directions
- Get directions
Other schools nearby: schools in Tasman
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.
- School day starts
- 9.00am
Parents are asked to help by ensuring children are at school in time to be seated in their classrooms at 9.00am when the bell to start the day will be rung.
- 9.00am
- School day ends
- 3.00pm
Children will be dismissed from their classrooms by their class teachers at 3.00pm.
- 3.00pm
- Uniform
Not stated on the school’s website.
- Term dates
- Term 1, 2026: Tuesday 3rd February - Thursday 2nd April
TERM 1 Tuesday 3rd February - Thursday 2nd April
Year stated asTERM DATES 2026
- Term 2, 2026: Monday 20th April - Friday 3rd July
TERM 2 Monday 20th April - Friday 3rd July
Year stated asTERM DATES 2026
- Term 3, 2026: Monday 20th July - Friday 25th September
TERM 3 Monday 20th July - Friday 25th September
Year stated asTERM DATES 2026
- Term 4, 2026: Monday 12th October - Tuesday 15th December (school closes 12.30pm)
TERM 4 Monday 12th October - Tuesday 15th December (school closes 12.30pm)
Year stated asTERM DATES 2026
- Term 1, 2026: Tuesday 3rd February - Thursday 2nd April
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
- At Richmond School we recognise the vision the NZ Curriculum espouses and have developed our own vision statement:
- 'To be successful learners for life'
- Our motto is more of a description of what is always foremost in our minds as we carry out our operations. 'Akina Kia Kaha - Stay strong and always strive for your best.'
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 399
- Māori
- 95
- Pacific
- 30
- Asian
- 53
- MELAA
- 17
- Other
- 2
- 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 | 15 | 5 | 8 | 1 | 0 | 53 | 0 | 71 |
| Year 02 | 17 | 7 | 12 | 3 | 0 | 54 | 0 | 75 |
| Year 03 | 19 | 2 | 11 | 3 | 0 | 73 | 0 | 97 |
| Year 04 | 14 | 5 | 11 | 4 | 1 | 54 | 0 | 74 |
| Year 05 | 15 | 0 | 7 | 1 | 0 | 53 | 0 | 70 |
| Year 06 | 13 | 4 | 7 | 4 | 0 | 65 | 0 | 84 |
| Year 07 | 4 | 1 | 1 | 1 | 0 | 12 | 0 | 16 |
| Total | 97 | 24 | 57 | 17 | 1 | 364 | 0 | 487 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 15 | 5 | 8 | 1 | 0 | 53 | 0 | 71 |
| Age 06 | 17 | 7 | 12 | 3 | 0 | 52 | 0 | 73 |
| Age 07 | 20 | 2 | 10 | 3 | 0 | 72 | 0 | 95 |
| Age 08 | 15 | 5 | 10 | 4 | 1 | 59 | 0 | 78 |
| Age 09 | 13 | 0 | 9 | 1 | 0 | 51 | 0 | 70 |
| Age 10 | 14 | 5 | 7 | 4 | 0 | 65 | 0 | 84 |
| Age 11 | 3 | 0 | 1 | 1 | 0 | 12 | 0 | 16 |
| Total | 97 | 24 | 57 | 17 | 1 | 364 | 0 | 487 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
9.7%
| Richmond School (Nelson) | 9.7% |
|---|---|
| Tasman Region | 33% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 18.1% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 12.4% |
| Total | 9.7% |
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%
| Richmond School (Nelson) | 0% |
|---|---|
| Tasman Region | 3.2% |
| 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%
| Richmond School (Nelson) | 0% |
|---|---|
| Tasman Region | 2.1% |
| 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)
- 455
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 16 November 1858
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
- 28 February 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 28 February 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for learners in Years 1 to 6
- Years 1 to 6
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 500 — 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.
September 2019
475
Counted while ERO’s review team was at the school. Education Review Office, report of 18 December 2019
March 2016
435
Counted while ERO’s review team was at the school. Education Review Office, report of 25 May 2016
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 28 February 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
Richmond School (Nelson) provides education for learners in Years 1 to 6. European/ Pākehā make up the largest proportion of all learners, with 16% identifying as Māori in a roll of approximately 500. The school’s motto is Akina Kia Kaha | Stay strong and always strive for your best and is supported by the school’s AROHA values of Ako , Respect, Opportunities, Hauora , and Achievement .
How well placed is the school to promote educational success and wellbeing?
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 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 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 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading A large majority of learners meet or exceed the expected curriculum level. Results are becoming more 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 A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Attendance
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 reducing over time.
Assessment
The school is improving its approach and the reliability of its practices to accurately 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
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 Government reading, writing and mathematics and/or pānui , tuhituhi and pāngarau targets and is likely to meet them by 2030.
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
Leaders and teachers use data and evidence to identify groups of learners at risk of not achieving and implement plans to increasingly accelerate their progress and achievement. An inclusive approach supports learners with diverse needs.
An experienced leadership team fosters and sustains a culture committed to high quality teaching. Leaders are focused on continued improvement and attract, retain, and grow effective teaching teams to engage and improve outcomes for learners.
Reading, writing and mathematics is taught for an hour a day and learners’ progress is monitored by teachers. Structured literacy practices are being trialled across the school and will be reviewed to select the most effective approach to support learners moving forward. The teachers are well-supported to implement structured mathematics practices in 2025.
The school curriculum is built around concepts and progressions that meaningfully engage learners and foster inclusive participation.
Teachers are effectively supported by professional learning from external providers and by experts within the school to improve teaching practice.
Leaders and teachers have embedded and sustained understanding of the role of evaluation for improvement.
Key priorities and actions for improvement
The agreed next steps for the school are to:
develop planning, teaching and assessment practices in literacy and mathematics to align with national curriculum and assessment changes
gather and respond to learner and whānau feedback to improve learner engagement, progress, achievement and equitable outcomes
work with whānau to continue to improve learner attendance to meet the Government’s target for regular attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
evaluate the impact of structured literacy practices, trialled in 2024, on progress and achievement for learners and adapt practices as needed to respond to learners needs
review and collaboratively develop consistent schoolwide teaching expectations and practices for literacy and mathematics
create and implement a schoolwide assessment overview for reading, writing and mathematics that aligns to national requirements
Every six months:
leaders review literacy and mathematics planning, teaching and assessment practices to ensure consistent implementation school wide
leaders review and respond to student attendance, engagement, progress and achievement data
teachers and leaders review and respond to learners’ progress and achievement data and implement strategies to improve equity of outcomes
Annually:
evaluate the impact of strategies to support learners needing additional support in literacy and mathematics and use this information for strategic planning and resourcing decisions
evaluate the impact of teaching strategies to increase equity and improve progress and achievement for all learners.
Actions taken against these next steps are expected to result in:
consistent implementation of planning, teaching and assessment practices in literacy and mathematics
student progress and achievement outcomes will increase and be equitable for all learners
students will be engaged and attending school regularly.
Background
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code.
No international students were enrolled at the time of the ERO review.
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
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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
Sharon Kelly Acting Director of Schools
28 February 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 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).