Waltham School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 256
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Hastings Street East, Waltham, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3793137
- admin@waltham.school.nz
- Website
- http://www.waltham.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
- 'Reach for the Stars' – Tikina ngā whetū
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
- senior kapa haka
Today the junior team were join by a group of senior kapa haka leaders, Matua Sonny and Whaea Tui to learn the waiata, Matariki e ara e.
- Year 5-6 Football Team (Waltham Wanderers)
- Year 5-6 Football Team (Waltham Wanderers)
- Year 5-6 Rippa Rugby (Waltham Tigers)
- Year 5-6 Rippa Rugby (Waltham Tigers)
- Year 5-6 Netball Team (Waltham Pulse)
- Year 5-6 Netball Team (Waltham Pulse)
- Year 5-6 Hockey Team (Waltham Dribblers)
- Year 5-6 Hockey Team (Waltham Dribblers)
- Year 7-8 Football Team (Waltham FC)
- Year 7-8 Football Team (Waltham FC)
- Year 7-8 Rippa Rugby ( Waltham Panthers)
- Year 7-8 Rippa Rugby ( Waltham Panthers)
- Year 7-8 Netball Team (Waltham Heat)
- Year 7-8 Netball Team (Waltham Heat)
- Basketball
Basketball Competitions 2026
- senior kapa haka
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 89
- Māori
- 58
- Pacific
- 36
- Asian
- 103
- MELAA
- 16
- Other
- 1
- 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 | 8 | 5 | 4 | 0 | 0 | 12 | 0 | 24 |
| Year 02 | 6 | 4 | 15 | 1 | 0 | 5 | 0 | 30 |
| Year 03 | 8 | 4 | 13 | 1 | 0 | 12 | 0 | 29 |
| Year 04 | 1 | 2 | 18 | 2 | 0 | 17 | 0 | 35 |
| Year 05 | 6 | 7 | 10 | 2 | 0 | 13 | 0 | 31 |
| Year 06 | 9 | 8 | 13 | 3 | 0 | 19 | 0 | 41 |
| Year 07 | 11 | 4 | 13 | 1 | 0 | 17 | 0 | 35 |
| Year 08 | 2 | 2 | 12 | 0 | 0 | 14 | 0 | 29 |
| Total | 51 | 36 | 98 | 10 | 0 | 109 | 0 | 254 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 5 | 4 | 0 | 0 | 12 | 0 | 23 |
| Age 06 | 7 | 4 | 14 | 1 | 0 | 4 | 0 | 29 |
| Age 07 | 8 | 4 | 12 | 1 | 0 | 13 | 0 | 29 |
| Age 08 | 2 | 2 | 20 | 2 | 0 | 17 | 0 | 38 |
| Age 09 | 5 | 7 | 10 | 2 | 0 | 14 | 0 | 31 |
| Age 10 | 9 | 8 | 13 | 3 | 0 | 18 | 0 | 40 |
| Age 11 | 9 | 2 | 9 | 1 | 0 | 13 | 0 | 27 |
| Age 12 | 4 | 3 | 10 | 0 | 0 | 17 | 0 | 29 |
| Age 13 | 0 | 1 | 6 | 0 | 0 | 1 | 0 | 8 |
| Total | 51 | 36 | 98 | 10 | 0 | 109 | 0 | 254 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
136.4%
| Waltham School | 136.4% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 14% |
|---|---|
| Male | 233.1% |
| Māori | 211.2% |
| Pacific | 176.9% |
| Asian | 51.2% |
| Other | 0% |
| European/Pākehā | 168.5% |
| Total | 136.4% |
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
27.7%
| Waltham School | 27.7% |
|---|---|
| Canterbury Region | 3.7% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 49.7% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 51.5% |
| Other | 0% |
| European/Pākehā | 18.9% |
| Total | 27.7% |
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
9.4%
| Waltham School | 9.4% |
|---|---|
| Canterbury Region | 1.7% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 16.8% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 19.3% |
| Total | 9.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 489
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1891
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 February 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (29 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 29 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 February 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
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 256 — 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 2017
265
Counted while ERO’s review team was at the school. Education Review Office, report of 19 February 2018
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 28 February 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
Waltham School is located in Christchurch and provides education for learners in Years 1 to 8. The school’s roll is 266, with a wide range of ethnicities including 20% of students of Māori descent. The school vision Tamariki to ‘Reach for the Stars’ – Tikina ngā Whetū is underpinned by the 4 R values of Respect for Ourselves, Others, Our World and Ready to Learn. Since the previous ERO report in 2022, a new principal and deputy principal have been appointed.
Progress since August 2022 ERO report
The school expected to improve the achievement of identified groups of learners in reading and mathematics, with increased engagement and participation of these learners and their whānau .
The majority of have learners have benefitted from individualised planning and monitoring of their progress and achievement, with improved rates of progress overtime, particularly in reading. The attendance of some of these learners has increased, but ensuring this is sustained is still an area to monitor. Teachers have continued to focus on developing and strengthening teaching practices to improve the achievement of learners, mathematics remains a priority.
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 good 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics A small majority of 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 some progress towards Government reading, writing and mathematics 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 achieve best in reading; school leaders have identified that there is a need to accelerate progress in writing and mathematics for some groups of learners.
Learners benefit from the inclusive and pastoral care provisions; they are well known by all staff who work collaboratively to address individual needs and target specific learning and wellbeing needs.
School leaders prioritise collaboration and provide clear direction for school improvement, they effectively build on the positive school culture and use of wider community partnerships to ensure that learners, whānau and staff are well supported.
Learners are provided with a wide variety of learning opportunities that are designed to be engaging and motivating; there is a strong focus on structured literacy and mathematics approaches, as well as chances to learn about the local area in meaningful ways.
Teaching and staff are provided with carefully considered, appropriate professional learning opportunities to enable them to meet the specific needs of their learners, particularly in structured literacy and mathematics, and positive behaviour management strategies.
School leaders promote a highly reflective culture, teachers regularly reflect on their teaching practices and what is working for learners, this information is used to inform school planning.
The board and leaders consult the school’s diverse community to inform strategic priorities and future direction.
Key priorities and actions for improvement
The agreed next steps for the school are to:
Extend targeted teaching and assessment strategies of mathematics and literacy across the school to ensure consistency for learning.
Consolidate and embed structured teaching practices school wide for ongoing improvement in progress and achievement levels in mathematics and writing.
Extend partnerships for learning with Māori whānau and mana whenua to support Māori learner success and enhance the school curriculum.
Continue reviewing and refining approaches and initiatives, alongside parents whānau , to increase rates of regular attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
explore additional ways to engage and lift levels of attendance for those learners at risk of not making expected levels of progress and develop a targeted plan
teachers undertake professional development in mathematics to raise learner achievement so that a schoolwide shared understanding of and alignment with reporting and assessment processes is established
Every six months:
monitor and review the effectiveness of attendance strategies and interventions and modify approaches as necessary
evaluate the ongoing implementation of targeted and structured teaching and assessment practices to ensure there is a shared understanding and continuity for teaching and learning across the school
monitor and report to the board learner progress towards meeting expected outcomes for learners, including regular attendance
consult with Māori whānau to gather their feedback and ideas to improve learning outcomes and success as Māori , and extending bicultural perspective through the school’s multicultural context and adjust plans accordingly
Annually:
report to the board and community on progress against strategic goals and initiatives to improve outcomes for all learners to inform resourcing decisions and prioritise ongoing areas for improvement
review implemented initiatives to support engagement with Māori whānau and make adjustments as required.
Actions taken against these next steps are expected to result in:
improved achievement outcomes for all learners, especially in mathematics and writing
increased and sustained rates of attendance across the school
consistent high quality teaching practices in mathematics and literacy across the school.
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 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
28 February 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 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).