Waimairi School
Contributing · State
- Year levels
- 1–6
- Total roll
- 320
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 1 Tillman Avenue, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3529208
- admin@waimairi.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.
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
- Our principles - our Waimairi VIBE
- - Vibrant learning centred culture
- - Innovation for continual improvement
- - Belonging through authentic partnerships
- - Evaluation for impact
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 246
- Māori
- 49
- Pacific
- 13
- Asian
- 53
- MELAA
- 14
- 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 | 13 | 2 | 9 | 1 | 0 | 41 | 0 | 52 |
| Year 02 | 10 | 5 | 10 | 2 | 1 | 46 | 0 | 59 |
| Year 03 | 13 | 1 | 9 | 2 | 0 | 54 | 0 | 67 |
| Year 04 | 10 | 5 | 9 | 1 | 0 | 40 | 0 | 54 |
| Year 05 | 8 | 1 | 8 | 5 | 0 | 39 | 0 | 52 |
| Year 06 | 9 | 1 | 10 | 2 | 0 | 36 | 0 | 46 |
| Year 07 | 4 | 1 | 5 | 0 | 0 | 13 | 0 | 18 |
| Total | 67 | 16 | 60 | 13 | 1 | 269 | 0 | 348 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 10 | 2 | 7 | 1 | 0 | 40 | 0 | 47 |
| Age 06 | 13 | 4 | 9 | 2 | 1 | 40 | 0 | 55 |
| Age 07 | 12 | 2 | 12 | 2 | 0 | 56 | 0 | 70 |
| Age 08 | 11 | 5 | 9 | 1 | 0 | 43 | 0 | 58 |
| Age 09 | 6 | 1 | 7 | 5 | 0 | 38 | 0 | 49 |
| Age 10 | 10 | 1 | 9 | 2 | 0 | 36 | 0 | 47 |
| Age 11 | 5 | 1 | 7 | 0 | 0 | 16 | 0 | 22 |
| Total | 67 | 16 | 60 | 13 | 1 | 269 | 0 | 348 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
28.2%
| Waimairi School | 28.2% |
|---|---|
| Canterbury Region | 38.3% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 58.7% |
| Māori | 85.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 36.7% |
| Total | 28.2% |
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
52.3%
| Waimairi School | 52.3% |
|---|---|
| Canterbury Region | 3.7% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 108.7% |
| Māori | 314.4% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 68.7% |
| Total | 52.3% |
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
25.6%
| Waimairi School | 25.6% |
|---|---|
| Canterbury Region | 1.7% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 52.6% |
| Māori | 156.8% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 33.6% |
| Total | 25.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 418
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 April 1920
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
- 28 November 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (4 August 2022)
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 4 August 2022 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 28 November 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for students in Years 1 to 6
- Years 1 to 6
What ERO wrote in its latest report
This is ERO’s report of 28 November 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
Waimairi School is located in Strowan, Christchurch and provides education for students in Years 1 to 6. The school roll indicates that New Zealand European/ Pākehā make up the largest proportion of learners (56%), with 18% of Asian descent, 16% of students identify as Māori , 4% of Pacific heritage, and a small number from other diverse cultures. The school values are Manaakitanga – show kindness and care, Rangitiratanga - teacher effectiveness, Kotahitanga - ethic of bonding, Whanaungatanga - building partnerships, Pūmanawatanga - morale, tone, pulse. A new principal was appointed in 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
Improvement and progress
This section is about the progress the school has made since the 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school has worked to develop a personalised evaluation framework to further support all students, particularly those who need a different approach to assessment. The school expected to see more equitable learning outcomes across the school.
Findings
The school has made progress on its strategic priorities. These include strengthening culturally responsive practices, reconnecting with mana whenua and rebuilding community connections and in-person engagement. Efforts have also focused on applying the schools agreed metacognitive strategies more consistently and ensuring targeted support for priority learners. An evaluation framework is a well-integrated part of planning, assessment, and teaching within the school’s integrated curriculum.
Significant progress has been made to revitalise the school’s values, with appropriate use of tikanga Māori and te reo Māori . A new behaviour plan is also having a positive impact, with clear expectations and consistent language being taught throughout the school.
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 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 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 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 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 becoming more 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 Most learners meet or exceed the expected curriculum level. Results are becoming more 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 large majority of learners attend school regularly.
The school is approaching 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.
Assessment information is used well 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 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 meeting Government reading, writing and mathematics 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
Learners express a strong sense of belonging, supported by a safe, inclusive learning environment and caring relationships with staff and leaders.
Learners needing additional support or extension are clearly identified, with strong whānau input guiding their progress and achievement.
Leaders and teachers systematically use assessment information to identify priorities, strengthen teaching practice and support improve learner outcomes.
Teachers use well-designed programmes focused on literacy, mathematics, engagement, wellbeing and achievement; and have the flexibility to deliver a rich, broad curriculum using their strengths and interests.
Structured literacy is embedded across the school, and a structured mathematics programme is supported by targeted professional learning.
A strong relational culture supports ongoing teacher development focused on improved learner outcomes.
Staff build genuine partnerships with whānau and the wider community to support effective teaching and learning.
Strong leadership and governance provide clear direction through strategic planning, data-informed decisions and ongoing review and evaluation for school improvement.
Key priorities
Develop robust assessment practices aligned with the refreshed New Zealand Curriculum (NZC) to improve equity of outcomes for all learners.
Deepen the culture of coaching and evaluation to ensure teaching effectiveness is measurable and sustainable.
Strengthen partnerships with whānau , hapū and iwi to ensure their voices are reflected in school planning.
Continue to improve regular attendance.
Actions to bring about improvement
Within six months:
leaders and teachers review and refine assessment practices to align with refreshed NZC
staff engage in targeted professional development focused on understanding and implementing key curriculum changes
leaders review the attendance plan to evaluate its impact on improving regular attendance
Every six months:
leaders and teachers review, and moderate assessment data aligned with the refreshed NZC
staff participate in ongoing professional development to build knowledge and capability in effective coaching approaches
leaders engage with mana whenua through local school and iwi networks to further embed tikanga and te reo Māori across the school to promote engagement and attendance
leaders continue to use the Teaching Observation Framework (TOF) to support improvements in teaching and learning
Annually:
the School Board and senior leaders use progress and achievement data to inform strategic planning and set improvement targets
leaders evaluate and report on the impact of professional development on teaching practice and learner outcomes, identify areas for improvement and plan next steps
leaders and the Board evaluate the effectiveness of the attendance plan in improving regular attendance and share with the community.
Expected outcomes
A shared understanding and consistent approach to accurately measure and report student progress and achievement.
An embedded coaching and mentoring system that strengthens the learning culture and builds accountability across the school.
Effective implementation of a curriculum that reflects the identities, values and aspirations of the school’s community, including local knowledge and perspectives.
Improved and sustained levels of regular student attendance.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.
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 some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Provision for International Students
This section is about the quality of the provision of education for international students enrolled at the school.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code.
No international students were enrolled at the time of the ERO review.
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
28 November 2025
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).