South New Brighton School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 381
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 160 Estuary Road, South New Brighton, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3889426
- admin@snbs.school.nz
- Website
- http://www.snbs.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
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/3508
You can complete the [enrolment form online](https://enrolments.linc-ed.com/apply/NZ/3508).
- https://enrolments.linc-ed.com/apply/NZ/3508
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 330
- Māori
- 87
- Pacific
- 22
- Asian
- 25
- 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 | 10 | 2 | 2 | 0 | 0 | 29 | 0 | 36 |
| Year 02 | 7 | 3 | 1 | 0 | 0 | 29 | 0 | 37 |
| Year 03 | 15 | 1 | 1 | 2 | 1 | 41 | 0 | 54 |
| Year 04 | 6 | 0 | 6 | 0 | 1 | 38 | 0 | 46 |
| Year 05 | 15 | 7 | 4 | 0 | 0 | 54 | 0 | 66 |
| Year 06 | 12 | 0 | 2 | 0 | 0 | 51 | 0 | 57 |
| Year 07 | 8 | 5 | 2 | 1 | 0 | 43 | 0 | 53 |
| Year 08 | 12 | 1 | 6 | 0 | 1 | 24 | 0 | 40 |
| Total | 85 | 19 | 24 | 3 | 3 | 309 | 0 | 389 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 2 | 2 | 0 | 0 | 28 | 0 | 32 |
| Age 06 | 8 | 3 | 1 | 0 | 0 | 28 | 0 | 37 |
| Age 07 | 14 | 1 | 1 | 0 | 1 | 37 | 0 | 50 |
| Age 08 | 9 | 0 | 6 | 2 | 1 | 43 | 0 | 53 |
| Age 09 | 12 | 6 | 2 | 0 | 0 | 49 | 0 | 58 |
| Age 10 | 15 | 1 | 3 | 0 | 0 | 51 | 0 | 60 |
| Age 11 | 8 | 3 | 3 | 1 | 0 | 41 | 0 | 50 |
| Age 12 | 11 | 3 | 5 | 0 | 1 | 28 | 0 | 44 |
| Age 13 | 1 | 0 | 1 | 0 | 0 | 4 | 0 | 5 |
| Total | 85 | 19 | 24 | 3 | 3 | 309 | 0 | 389 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
134.4%
| South New Brighton School | 134.4% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 106.7% |
|---|---|
| Male | 157.8% |
| Māori | 399.8% |
| Pacific | 107.4% |
| Asian | 0% |
| Other | 80.9% |
| European/Pākehā | 85.2% |
| Total | 134.4% |
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
25.1%
| South New Brighton School | 25.1% |
|---|---|
| Canterbury Region | 3.7% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 42% |
|---|---|
| Male | 11.3% |
| Māori | 57.4% |
| Pacific | 0% |
| Asian | 0% |
| Other | 105.7% |
| European/Pākehā | 24.7% |
| Total | 25.1% |
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
12.6%
| South New Brighton School | 12.6% |
|---|---|
| Canterbury Region | 1.7% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 28.4% |
|---|---|
| Male | 0% |
| Māori | 29.4% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 16.5% |
| Total | 12.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 454
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1922
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
- 8 December 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 8 December 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
The school 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 381 — 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.
June 2017
462
Counted while ERO’s review team was at the school. Education Review Office, report of 30 August 2017
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 8 December 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.
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
South New Brighton School is a state coeducational school located in South New Brighton on the east of Christchurch. The school provides education for learners in Years 1 to 8. The school roll is 400 and 25% of learners identify as Māori.
The school’s vision of Riding the Waves Together reflects its coastal location and its student-driven focus. Its values are Caring, Connected, Courageous, Creative and Curious .
A new deputy principal began in 2023 and a new principal in 2024, after a period with an acting principal and a Limited Statutory Manager working with the school for a year from May 2023.
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
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? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from good quality teaching practice that improves progress and achievement in reading, writing and mathematics. The school is improving teaching and learning.
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 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 1 to 8
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 A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics A large majority of 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.
The school is behind 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
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.
Teachers are developing assessment information 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 school has good quality planning to increase the rate of progress for all groups of students.
The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has significantly extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is 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.
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
Strong focused leadership team committed to improving learner outcomes through:
establishing clear and consistent systems to ensure learner progress, attendance and wellbeing are appropriately assessed, tracked, monitored and responded to
the deliberate building of middle leadership capacity and supporting staff to have confidence in curriculum and teaching changes
improving communications with whānau and the wider community
building relational trust across the school by providing clarity of roles and expectations and leading a strong imperative for improvement
establishing and implementing a structured and consistent approach to behaviour management.
Key priorities
Ensure consistent systems supporting the attendance, learning and wellbeing of all learners are normal practice across the school.
Collectively explore and implement key teaching strategies across the school in order to ensure high quality teaching.
Improve outcomes for Māori learners.
Review the breadth and depth of the curriculum to ensure it is meeting the needs of all learners and reflects the New Zealand Curriculum requirements for careers education and a second language.
Build the capacity of leaders and teachers to evaluate the effectiveness of systems and programmes to improve outcomes for all learners.
Actions to bring about improvement
Within three months:
check with teachers how well the new tracking and data systems are working consistently across the school
school leaders and staff to explore and identify key teaching strategies to improve outcomes for learners, in particular Māori learners
analyse attendance and behaviour data to identify trends and patterns
plan and begin to implement a curriculum review
ascertain the evaluative capacity of the teachers and begin a plan to develop capacity accordingly
Every six months:
ongoing review of systems and their efficacy in meeting the desired outcomes
developing teacher capacity to effectively use key teaching strategies to engage learners and improve outcomes
begin to analyse data from Curriculum review to inform improvement focused decision making
analyse behaviour and attendance strategies for their impact
Annually:
evaluate school systems to ascertain how effectively they meet the needs of the school to improve outcomes
evaluate the effectiveness of the professional learning programme
evaluate the wellbeing outcomes for students
evaluate effectiveness of the curriculum in engaging learners and covering all requirements
evaluate impact of behaviour strategies and attendance initiatives over time.
Expected outcomes
Greater engagement and achievement through improved assessment, monitoring and teaching practices.
Improved learner attendance and positive behaviour for learning.
Improved outcomes for Māori learners.
An improved capacity across the school to evaluate programmes and practices for their impact on improving outcomes.
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
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
8 December 2025
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).