St Albans School
Contributing · State
- Year levels
- 1–6
- Total roll
- 572
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 17 Sheppard Place, St Albans, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3559132
- stalbans@stalbans.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/3518
To enrol your child at St Albans School, please click here for the [online enrolment form](https://enrolments.linc-ed.com/apply/NZ/3518).
- https://enrolments.linc-ed.com/apply/NZ/3518
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 364
- Māori
- 88
- Pacific
- 20
- Asian
- 159
- MELAA
- 29
- Other
- 3
- 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 | 17 | 2 | 26 | 3 | 3 | 69 | 0 | 102 |
| Year 02 | 21 | 5 | 22 | 4 | 1 | 61 | 0 | 91 |
| Year 03 | 19 | 4 | 28 | 4 | 2 | 69 | 0 | 98 |
| Year 04 | 10 | 0 | 26 | 5 | 2 | 55 | 0 | 81 |
| Year 05 | 13 | 8 | 29 | 5 | 5 | 67 | 0 | 101 |
| Year 06 | 14 | 6 | 22 | 7 | 1 | 61 | 0 | 81 |
| Year 07 | 1 | 1 | 2 | 0 | 0 | 5 | 0 | 7 |
| Total | 95 | 26 | 155 | 28 | 14 | 387 | 0 | 561 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 13 | 2 | 17 | 3 | 3 | 59 | 0 | 85 |
| Age 06 | 24 | 5 | 23 | 1 | 1 | 66 | 0 | 92 |
| Age 07 | 19 | 4 | 30 | 5 | 2 | 66 | 0 | 100 |
| Age 08 | 10 | 0 | 28 | 7 | 2 | 57 | 0 | 86 |
| Age 09 | 12 | 6 | 30 | 3 | 2 | 63 | 0 | 95 |
| Age 10 | 16 | 8 | 23 | 9 | 3 | 61 | 0 | 85 |
| Age 11 | 1 | 1 | 4 | 0 | 1 | 15 | 0 | 18 |
| Total | 95 | 26 | 155 | 28 | 14 | 387 | 0 | 561 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
4.8%
| St Albans School | 4.8% |
|---|---|
| Canterbury Region | 38.3% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 10.6% |
|---|---|
| Male | 0% |
| Māori | 32% |
| Pacific | 90.1% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 4.8% |
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%
| St Albans 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%
| St Albans 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)
- 414
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Major urban area
- Date opened
- 1 February 1873
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
- 4
- Last reviewed
- 19 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (19 November 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 board assurance report of 19 November 2024 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.
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 572 — 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.
November 2018
609
Counted while ERO’s review team was at the school. Education Review Office, report of 21 February 2019
December 2012
523
Counted while ERO’s review team was at the school. Education Review Office, report of 8 February 2013
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 19 November 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
St Albans School is located in Christchurch and provides education for students in Year 1 to 6. Te Tikanga Rua Reo is the bilingual unit within the school. The school is situated within a highly diverse community. The three uara (values) of Kaitiakitanga , Manaakitanga , and Rangatiratanga , guide all they do.
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 evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for students are increasingly equitable and excellent.
Most students achieve at or above curriculum expectations in reading and mathematics with a large majority achieving in writing.
Outcomes for Māori students in reading, writing and mathematics are increasingly equitable; significant improvement in outcomes over time is evident.
Disparity for groups of learners across reading, writing and mathematics remains; continuing to bring about improvements is a priority for teaching.
A majority of students attend school regularly; the school is yet to achieve the Ministry of Education 2024 attendance target.
Conditions to support learner success
Strategic leadership works collaboratively to improve outcomes for learners.
Leaders analyse and systematically monitor schoolwide progress and achievement information; learners at risk of underachievement are identified and their needs are responded to.
Leaders plan and implement effective professional development aligned to improvement priorities; regular observations in classrooms and in-depth discussions amongst staff strengthens teaching practice.
Leaders support teachers to inquire into their practice and learner outcomes, to better understand what is working well and inform where to next.
A rich localised curriculum with a strong focus on mātauranga Māori is integrated well through high quality teaching.
Students experience responsive teaching and learning that reflects their identities, whānau , families and diverse community’s knowledge, languages and cultures.
Teachers use assessment activities that are inclusive, relevant and fit-for-purpose; they provide meaningful evidence of progress and achievement as a basis for determining next steps for learning.
Teachers use comprehensive guidelines for curriculum delivery, consequently consistent and cohesive practices across the school support learner engagement.
Key organisational conditions are well established to support improved outcomes for learners.
Students with additional needs or who are at risk of not achieving are well supported through a suitable range of external supports and internal initiatives.
Leaders and teachers continue to strengthen partnerships with parents and whānau to actively participate in, and contribute to, students’ learning through ongoing, reciprocal communication.
Effective use of internal evaluation identifies areas of strength and targets areas for ongoing improvement.
Purposeful and clear decision making by the board and school leadership is underpinned by effective resourcing and improvement focused strategic planning.
Part B: Where to next?
The agreed next steps for the school are to:
improve equity of outcome between groups of learners particularly boys, Māori and Pacific students
strengthen home-school partnerships to improve outcomes for learners
strengthen strategies and initiatives to improve students’ regular attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
establish literacy leaders across the school to embed high quality and consistent teaching in literacy
engage in focused professional development in literacy and assessment to build teacher capability and raise achievement
develop a plan that will support active participation in home school partnerships to foster higher levels of attendance and engagement.
Every six months:
schoolwide student progress and achievement data is collated and analysed to inform teaching and learning and ensure improved equity between groups of students
undertake evaluation of the impact of professional development on improving teacher practice and raising student outcomes to inform planning for continued improvements
implement the home school partnerships plan and monitor the effect on engagement and attendance.
Annually:
continue to use and report on student progress and achievement data to inform responsive decision making, and prioritise effective strategies for improving attendance, teaching and learning
evaluate the effectiveness of engagement strategies and the impact on improving attendance and achievement for learners, particularly Māori , Pacific and boys
review and report to the community progress against the home school partnership plan and identify ongoing improvements.
Actions taken against these next steps are expected to result in:
improved equity between groups of students
improved and sustained outcomes in reading, writing and mathematics and attendance
parents actively participating in decision making for learning in a range of contexts.
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
19 November 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 4 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).