Southbridge School
Contributing · State
- Year levels
- 1–6
- Total roll
- 124
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 25 Hastings Street, Southbridge
- Territorial authority
- Selwyn District
- Phone
- 03-3242545
- principal@southbridge.school.nz
- Directions
- Get directions
Other schools nearby: 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.
- School day starts
- 9am
9am - School starts
- 9am
- School day ends
- 3pm
3pm - Bell rings to go home.
- 3pm
- Office hours
- 8.30am to 3.15pm
The office is open from 8.30am to 3.15pm.
- 8.30am to 3.15pm
- Uniform
- Required
Wearing of correct school uniform is a condition of entry to Southbridge School and sets the standard of appearance required for all students.
- Required
- Getting there
- Our school operates within a specific zone, and Nelson Coach Lines provides transportation for students residing within the designated bus route.
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 Te Kura o te Whata - Southbridge School, tikanga and te reo Māori are a vital and important part of who we are and what we do.
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Kapa haka
Kapa haka rehearsals are every second Thursday afternoons from Term 2 in our school hall.
- Kapa haka
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 92
- Māori
- 34
- Pacific
- 11
- Asian
- 20
- MELAA
- 7
- 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 | 4 | 4 | 1 | 0 | 0 | 13 | 0 | 16 |
| Year 02 | 4 | 1 | 8 | 3 | 1 | 16 | 0 | 25 |
| Year 03 | 5 | 2 | 1 | 2 | 0 | 12 | 0 | 16 |
| Year 04 | 3 | 1 | 4 | 1 | 1 | 16 | 0 | 18 |
| Year 05 | 12 | 2 | 3 | 0 | 0 | 23 | 0 | 29 |
| Year 06 | 5 | 3 | 0 | 2 | 1 | 9 | 0 | 13 |
| Year 07 | 2 | 1 | 0 | 0 | 0 | 5 | 0 | 5 |
| Total | 35 | 14 | 17 | 8 | 3 | 94 | 0 | 122 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 4 | 1 | 0 | 0 | 13 | 0 | 16 |
| Age 06 | 4 | 1 | 6 | 3 | 0 | 15 | 0 | 22 |
| Age 07 | 5 | 1 | 2 | 1 | 1 | 12 | 0 | 15 |
| Age 08 | 3 | 1 | 6 | 2 | 1 | 15 | 0 | 20 |
| Age 09 | 11 | 3 | 2 | 0 | 0 | 24 | 0 | 30 |
| Age 10 | 6 | 3 | 0 | 2 | 1 | 10 | 0 | 14 |
| Age 11 | 2 | 1 | 0 | 0 | 0 | 5 | 0 | 5 |
| Total | 35 | 14 | 17 | 8 | 3 | 94 | 0 | 122 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Southbridge School | 0% |
|---|---|
| Canterbury Region | 38.3% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Southbridge School | 0% |
|---|---|
| Canterbury Region | 3.7% |
| 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%
| Southbridge School | 0% |
|---|---|
| Canterbury Region | 1.7% |
| 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)
- 452
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 25 January 1868
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
- 20 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (28 April 2023)
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 28 April 2023 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.
What this report states about the school
As stated in ERO’s report of 20 May 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
What ERO wrote in its latest report
This is ERO’s report of 20 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
Southbridge School is in Canterbury’s Selwyn District and provides education for learners in Years 1 to 6. The school roll of 117 is predominantly Pākehā , with approximately 26% Māori learners and fewer numbers of Pacific, Asian and other ethnicities. The school’s vision is to Inspire, Equip and Ignite learners.
Progress since April 2023 ERO report
The school has been evaluating how well its curriculum and teaching and learning practices support positive outcomes for learners. Leaders expected to see a refined curriculum and consistent teaching practices throughout the school that foster curious, problem solving, self-managing learners with the potential to succeed.
Deliberate professional development promotes teachers’ collective understanding of play-based and project-based learning, alongside explicit training for delivering structured approaches to literacy and mathematics teaching. As a result of these actions, teaching fosters active learning with most learners achieving well in reading, writing and mathematics. Feedback identified strong engagement and enjoyment of classroom programmes. Learners express positive views of their own capabilities.
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 rich 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 responds well to a wide range 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 Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
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 not yet reducing over time.
Assessment
The school uses an appropriate approach and reliable practices to 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
Learners experience an inclusive and supportive environment that fosters engagement and enthusiasm in learning; students with diverse needs are supported with highly differentiated planning and practices.
Nurturing connections between peers and ‘ tuakana-teina ’ relationships between older and younger students, exemplify the school values; learners express a strong sense of belonging, wellbeing and pride in their school.
Learners access a broad curriculum with explicit project-based and authentic learning opportunities, further enriching a well-organised and structured programme.
Staff actively foster learner confidence in deliberate ways, ensuring students are well-supported to develop resilience, self-management, leadership, curiosity and problem-solving skills.
Internal staff expertise is valued and utilised to build teacher capability; leaders provide wider opportunities to build professional connections with external facilitators and agencies.
Strong, positive relationships between the school and community are evident, including effective communication and consultation approaches that contribute to strategic planning.
Well-considered transition practices are established which support learners to experience success, and assists information-sharing between families, the school and external agencies.
Key priorities and actions for improvement
The agreed next steps for the school are to:
collaborate with whānau and the community to further improve regular attendance rates
formalise leadership systems and approaches designed to grow teacher capability, including documenting clear curriculum expectations for Years 1 to 6
embed consistent structured and project-based teaching and learning programmes across the school, to enhance learner progress and achievement in reading, writing and mathematics
grow teacher capability in te reo Māori , promoting more consistent use throughout the school.
The agreed actions for the next improvement cycle and timeframes are as follows:
Within six months:
consult with whānau and the school’s community to further refine the school’s attendance plan
formalise professional growth cycle approach with systematic observations of teaching practice, focused feedback, and facilitation of collaborative discussions around progress and achievement information
review curriculum expectations for Years 1 to 6 and refine teaching guidelines to inform teaching and learning programmes
all teachers develop and model use of te reo Māori as a component of day-to-day practice
Every six months:
analyse and share attendance data with whānau and the school community, to evaluate the impact of their actions increasing regular school attendance
teachers to evaluate the impact of professional learning and enhanced practices on learner outcomes, using this information to refine goals and strategies accordingly
leaders to monitor and review the implementation and consistency of structured teaching and learning programmes throughout the school, to inform further professional development needs and supports
Annually:
review and report on the impact of initiatives for improving regular attendance and achievement within the school’s annual report, and use this information to inform strategic targets, goals and actions
evaluate the impact of professional development in reading, writing and writing on learner progress and achievement
assess and review the effective integration of te reo Māori use throughout the curriculum and classroom programmes, to inform future planning.
Actions taken against these next steps are expected to result in:
increased rates of regular attendance that meet or exceed the Government target
consistent and effective teaching practices embedded throughout the school with clear curriculum guidelines to support structured and project-based learning programmes and improve learner outcomes
teachers effectively supporting learners to value, progressively acquire and use te reo Māori throughout the curriculum.
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 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)
20 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 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).