St Benedict's School (Khandallah)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 209
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 50 Nicholson Road, Khandallah, Wellington
- Territorial authority
- Wellington City
- Phone
- 04-4796878
- office@st-benedicts.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington · schools in Wellington Region
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.
- Uniform
- Required
The summer uniform is worn for all of Term 1 and Term 4. Winter uniform is worn in Terms 2 and 3.
- Required
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.
- International students
- Accepted, as stated
We accept enrolments for International students who are living with at least one parent or legal guardian in New Zealand, or for Year 7 and 8 students, living with a caregiver chosen and approved by the parents or legal guardians.
- Accepted, as stated
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
- athletics days
host much-loved events such as athletics days, the colour fun run and cross country
- the colour fun run
host much-loved events such as athletics days, the colour fun run and cross country
- cross country
host much-loved events such as athletics days, the colour fun run and cross country
- netball (Years 1–8)
Students can participate in netball (Years 1–8), basketball (Years 7–8), and miniball (Years 3–6), with teams coached and managed by dedicated parent volunteers.
- basketball (Years 7–8)
Students can participate in netball (Years 1–8), basketball (Years 7–8), and miniball (Years 3–6), with teams coached and managed by dedicated parent volunteers.
- miniball (Years 3–6)
Students can participate in netball (Years 1–8), basketball (Years 7–8), and miniball (Years 3–6), with teams coached and managed by dedicated parent volunteers.
- Kapa Haka
Kapa Haka enables students to connect with Māori culture through performance and language
- Splat (drama club)
Creative and performing arts options include Splat (drama club), guitar and keyboard lessons
- guitar
Creative and performing arts options include Splat (drama club), guitar and keyboard lessons
- keyboard lessons
Creative and performing arts options include Splat (drama club), guitar and keyboard lessons
- athletics days
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 174
- Māori
- 5
- Pacific
- 7
- Asian
- 48
- MELAA
- 20
- 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 | 2 | 0 | 0 | 4 | 0 | 17 | 0 | 20 |
| Year 02 | 1 | 1 | 6 | 1 | 0 | 18 | 0 | 25 |
| Year 03 | 2 | 0 | 6 | 5 | 0 | 15 | 0 | 21 |
| Year 04 | 2 | 0 | 5 | 2 | 0 | 21 | 0 | 27 |
| Year 05 | 1 | 0 | 6 | 2 | 0 | 24 | 0 | 30 |
| Year 06 | 0 | 2 | 5 | 2 | 0 | 14 | 0 | 21 |
| Year 07 | 2 | 2 | 5 | 4 | 0 | 31 | 0 | 38 |
| Year 08 | 2 | 2 | 12 | 0 | 0 | 20 | 0 | 33 |
| Total | 12 | 7 | 45 | 20 | 0 | 160 | 0 | 215 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 0 | 4 | 0 | 18 | 0 | 21 |
| Age 06 | 1 | 1 | 6 | 1 | 0 | 17 | 0 | 24 |
| Age 07 | 2 | 0 | 6 | 4 | 0 | 14 | 0 | 19 |
| Age 08 | 2 | 0 | 5 | 3 | 0 | 22 | 0 | 29 |
| Age 09 | 1 | 0 | 6 | 2 | 0 | 24 | 0 | 30 |
| Age 10 | 0 | 2 | 5 | 2 | 0 | 14 | 0 | 21 |
| Age 11 | 1 | 0 | 5 | 3 | 0 | 24 | 0 | 30 |
| Age 12 | 3 | 3 | 10 | 1 | 0 | 26 | 0 | 37 |
| Age 13 | 0 | 1 | 2 | 0 | 0 | 1 | 0 | 4 |
| Total | 12 | 7 | 45 | 20 | 0 | 160 | 0 | 215 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| St Benedict's School (Khandallah) | 0% |
|---|---|
| Wellington Region | 24.7% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| 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%
| St Benedict's School (Khandallah) | 0% |
|---|---|
| Wellington Region | 2.6% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| 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 Benedict's School (Khandallah) | 0% |
|---|---|
| Wellington Region | 0.9% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| 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)
- 350
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 6 September 1952
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
- 5
- Last reviewed
- 20 February 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board did not attest to all areas (20 February 2025)
Areas the board did not attest to, in ERO’s words: Curriculum. The report says what that meant and what happened next.
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 20 February 2025 — 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.
The board has identified the following areas of non-compliance during the board assurance process:
provided appropriate career education and guidance for students in Years 7 and 8. [Education and Training Act 2022, Section 103]
The board has since addressed the area 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 209 — 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.
July 2019
289
Counted while ERO’s review team was at the school. Education Review Office, report of 10 October 2019
May 2016
245
Counted while ERO’s review team was at the school. Education Review Office, report of 11 August 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 20 February 2025 — “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 Benedict’s School (Khandallah) is a Catholic full primary school providing education for Year 1 to 8 learners. The school endeavours to provide a stimulating, inclusive learning environment guided by the school motto ’Developing our Children’s Minds, Growing our Children’s Hearts’ which is underpinned by the school EPIC values of Empathy, Perseverance, Integrity and Creativity.
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 learners are excellent and there are no significant inequities between groups of learners.
Almost all learners achieve at or above expected curriculum levels in reading, writing and mathematics.
Learners with additional learning needs are identified early and appropriate support is put in place to accelerate their achievement and progress.
Learners experience a welcoming environment; their sense of belonging underpins their academic success.
Regular student attendance does not meet the Ministry of Education 2024 target, however the school has clear processes in place to monitor and address attendance.
Conditions to support learner success
Leadership increasingly use systems and processes to drive improvement.
Leadership and the board effectively use evidence to plan and monitor the impact of initiatives on outcomes for learners.
The school community have increasing opportunities to contribute to the school’s priorities and be involved in decision-making.
Middle leaders are given leadership opportunities to build collective responsibility that improve outcomes for all learners.
Local curriculum is being strengthened and quality teaching is increasingly consistent.
Learners have sufficient opportunities to learn across the breadth and depth of the New Zealand Curriculum ; there is an increasingly consistent focus on supporting learners to gain sound foundational skills, including reading, writing and mathematics.
Teachers create an orderly and increasingly collaborative learning environment where learning time is mostly maximised and where they have opportunities to engage in a culturally responsive curriculum and school-wide practices.
Teachers identify and effectively respond to individual learning needs of students; assessment information is used to inform teaching however a next step is to strengthen formative assessment practices.
The school is embedding conditions to support learner outcomes.
Culturally responsive practice is strategically developed, supported by existing in-school capability and capacity.
Leaders and the board are strengthening policies, programmes and practices to promote learners’ wellbeing, inclusion, and engagement in learning.
Professional learning is strategically aligned with the school’s improvement goals to meet learner needs.
The school board provides effective stewardship, understanding and meeting its statutory obligations and efficiently manages resourcing.
Part B: Where to next?
The agreed next steps for the school are to:
embed the school-wide behaviour expectation and response model
develop a plan to implement curriculum changes including agreed teaching approaches and practices that are consistent, responsive and engaging and integrate te reo Māori, te ao Māori, tikanga Māori and mātauranga Māori
review the use of assessment tools and processes, including strengthened formative assessment practices
enhance whānau understanding of assessment practices and student progress and achievement.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
evaluate the impact of well-being initiatives; celebrate success and use data to inform next steps.
Every six months:
continue to analyse well-being, attendance, progress and achievement information to inform next steps for learners and groups of learners; respond with targeted interventions for identified groups of students
provide opportunities to meaningfully involve students in learning design decisions.
Annually:
use the analysis of achievement and progress data, and other evidence, to know and report on the impact of professional learning in curriculum and assessment for teachers on outcomes for students
review and report on the impact of teaching and learning programmes on students’ progress and achievement to know what has been successful and what needs further improvement
evaluate the impact of te ao Māori initiatives on student engagement and progress
continue to gather and respond to whānau voice to develop the strategic direction and annual goals for the school.
Actions taken against these next steps are expected to result in:
strengthened use of data to inform decision making, collaborative planning and teaching practices
a cohesive localised curriculum and responsive teaching practices, including te ao Māori, that meet the varied needs of learners
increased learner and whānau involvement in the learning process
the continued development and growth of a positive school culture for all
improved levels of attendance
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
20 February 2025
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 5 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).