Tuia Burnside Primary School
Contributing · State
- Year levels
- 1–6
- Total roll
- 319
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 96 Memorial Avenue, Ilam, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3519407
- office@burnsideprimary.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.
- Uniform
- Required
Uniform expectation: Please ensure your child is in a full school uniform each day.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 146
- Māori
- 65
- Pacific
- 41
- Asian
- 102
- MELAA
- 25
- Other
- 0
- International
- 4
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 | 11 | 8 | 11 | 2 | 0 | 17 | 0 | 39 |
| Year 02 | 8 | 11 | 18 | 4 | 0 | 19 | 0 | 51 |
| Year 03 | 10 | 3 | 16 | 3 | 0 | 23 | 0 | 47 |
| Year 04 | 12 | 8 | 13 | 4 | 0 | 28 | 1 | 57 |
| Year 05 | 12 | 6 | 14 | 3 | 0 | 18 | 0 | 45 |
| Year 06 | 13 | 8 | 23 | 5 | 0 | 25 | 1 | 60 |
| Year 07 | 4 | 2 | 6 | 1 | 0 | 10 | 0 | 21 |
| Total | 70 | 46 | 101 | 22 | 0 | 140 | 2 | 320 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 8 | 5 | 7 | 2 | 0 | 16 | 0 | 31 |
| Age 06 | 10 | 11 | 20 | 4 | 0 | 16 | 0 | 51 |
| Age 07 | 10 | 6 | 12 | 2 | 0 | 23 | 0 | 44 |
| Age 08 | 14 | 7 | 18 | 4 | 0 | 29 | 1 | 63 |
| Age 09 | 10 | 6 | 13 | 3 | 0 | 21 | 0 | 45 |
| Age 10 | 14 | 9 | 22 | 5 | 0 | 27 | 0 | 62 |
| Age 11 | 4 | 2 | 9 | 2 | 0 | 8 | 1 | 24 |
| Total | 70 | 46 | 101 | 22 | 0 | 140 | 2 | 320 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
33.2%
| Tuia Burnside Primary School | 33.2% |
|---|---|
| Canterbury Region | 38.3% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 52% |
|---|---|
| Male | 16% |
| Māori | 89.8% |
| Pacific | 0% |
| Asian | 27.5% |
| Other | 0% |
| European/Pākehā | 33.8% |
| Total | 33.2% |
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%
| Tuia Burnside Primary 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%
| Tuia Burnside Primary 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)
- 437
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 1956
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
- 7 June 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (7 June 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 7 June 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 319 — 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
302
Counted while ERO’s review team was at the school. Education Review Office, report of 26 September 2019
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 7 June 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
Tuia Burnside Primary School is situated in Christchurch and provides education for students in Years 1 to 6. The school values its diverse community and the cultural richness the students bring with them. The school values of excellence, respect, tolerance, and integrity reflect this diversity.
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
Most students achieve at curriculum expectations for reading, writing and mathematics.
A large majority of students achieve at or above curriculum expectations in reading and mathematics and a small majority achieve at or above curriculum expectations in writing.
Improving equity for groups of students, including Māori and Pacific students, remains a priority.
The school is close to meeting the Ministry of Education targets for the number of students attending school regularly; leaders and teachers track, monitor and analyse student information and respond in a variety of ways to support improved attendance.
Conditions to support learner success
Collaborative leadership sets and actively pursues evidence-based improvement goals.
Leaders critically analyse student progress and achievement data, to inform strategic priorities and plan for continued improvement in student outcomes.
Improvement goals and targets are set with attention to accelerating the progress of those students at risk of not achieving.
To ensure data about learner outcomes is valid and reliable, leaders are strengthening guidance and expectations for teacher assessment practices.
Students access a broad and increasingly responsive localised curriculum.
Students participate and contribute confidently in a wide range of learning contexts – cultural, local, national and global.
Teaching and learning programmes increasingly include te ao Māori, tikanga Māori and mātauranga Māori .
Teachers gather, analyse and use evidence that is increasing in quality, to improve their individual and collective teaching practice.
The board and leaders have well established systems and processes that support continuous improvement for learners.
Relationships between staff and students are founded on mutual trust and practices, that promote student wellbeing, inclusion, and engagement in learning.
To inform strategic priorities for improved learner outcomes, the board and leaders consult the school community, using well established partnerships.
Professional learning opportunities, and monitoring of anticipated changes in teacher practice and student outcomes, are clearly aligned to strategic priorities.
Part B: Where to next?
The agreed next steps for the school are to:
raise student achievement in reading, particularly for Māori and Pacific students
look at recently introduced assessment practices to ensure these fully align to the school curriculum and that student progress and achievement information is dependable
fully embed formal evaluation processes across all strategic priorities to ensure initiatives are improving outcomes for learners.
The agreed actions for the next improvement cycle and timeframes are as follows:
Within six months
teachers will undertake professional development to raise achievement in reading
evaluation of assessment practices to be completed, with a focus on the reliability of data
complete research into best assessment practices and use this to support the enhancement of current assessment practice
Every six months
leaders, with staff, report to the board on student achievement in reading, writing and mathematics and take planned action in response to emerging trends
teachers and leaders track, monitor and report the progress and achievement of those students requiring additional support, to further plan and meet their needs
have in place an evaluation approach with measurable learner outcomes, to know how well key priorities and goals are met
Annually
collate and report to school board, whānau and community on student progress and achievement data
continue to track and monitor the progress and achievement of students with additional learning needs to inform changes in teaching practice
gather and analyse student and whānau voice to inform next steps for strategic priorities
use the school’s evaluation approach to know how well key priorities and goals have been met and forward plan.
Actions taken against these next steps are expected to result in:
consistent approach to teaching and learning in reading across the school and improved outcomes for learners
increased equity of outcomes for Māori and Pacific students
high quality progress and achievement information over time, to inform school priorities
a fully embedded evaluation process to inform strategic direction.
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 tātou, kia whai oranga a tātau tamariki Let’s continue to work together for the greater good of all children.
Shelley Booysen Director of Schools
7 June 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).