Woodend School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 585
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Main North Road, Woodend
- Territorial authority
- Waimakariri District
- Phone
- 03-3127808
- office@woodend.school.nz
- Directions
- Get directions
Other schools nearby: 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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 495
- Māori
- 105
- Pacific
- 20
- Asian
- 57
- MELAA
- 16
- 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 | 13 | 5 | 6 | 1 | 0 | 57 | 0 | 66 |
| Year 02 | 18 | 2 | 10 | 1 | 0 | 56 | 0 | 70 |
| Year 03 | 17 | 6 | 9 | 1 | 2 | 56 | 0 | 70 |
| Year 04 | 12 | 1 | 1 | 0 | 3 | 61 | 0 | 69 |
| Year 05 | 17 | 1 | 4 | 0 | 1 | 69 | 0 | 78 |
| Year 06 | 7 | 2 | 5 | 0 | 1 | 51 | 0 | 59 |
| Year 07 | 11 | 0 | 5 | 1 | 1 | 60 | 0 | 72 |
| Year 08 | 5 | 2 | 1 | 1 | 2 | 40 | 0 | 47 |
| Total | 100 | 19 | 41 | 5 | 10 | 450 | 0 | 531 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 13 | 5 | 5 | 1 | 0 | 53 | 0 | 61 |
| Age 06 | 17 | 2 | 10 | 0 | 0 | 58 | 0 | 70 |
| Age 07 | 14 | 4 | 7 | 1 | 2 | 52 | 0 | 65 |
| Age 08 | 13 | 3 | 4 | 1 | 3 | 63 | 0 | 74 |
| Age 09 | 18 | 1 | 4 | 0 | 1 | 60 | 0 | 68 |
| Age 10 | 8 | 2 | 4 | 0 | 1 | 61 | 0 | 71 |
| Age 11 | 10 | 0 | 6 | 1 | 1 | 42 | 0 | 54 |
| Age 12 | 6 | 1 | 1 | 1 | 2 | 57 | 0 | 62 |
| Age 13 | 1 | 1 | 0 | 0 | 0 | 4 | 0 | 6 |
| Total | 100 | 19 | 41 | 5 | 10 | 450 | 0 | 531 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
28.3%
| Woodend School | 28.3% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 53% |
| Māori | 93.3% |
| Pacific | 90.9% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 28.2% |
| Total | 28.3% |
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%
| Woodend School | 0% |
|---|---|
| Canterbury Region | 3.7% |
| Full Primary | 3.9% |
| 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%
| Woodend School | 0% |
|---|---|
| Canterbury Region | 1.7% |
| Full Primary | 1.7% |
| 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)
- 453
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1874
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
- 22 April 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (22 April 2025)
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 22 April 2025 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 ERO wrote in its latest report
This is ERO’s report of 22 April 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
Woodend School is located in Woodend, North of Christchurch and provides education for students in Years 1 to 8. A new principal was appointed since the previous ERO report. The strategic priorities for improving outcomes for learners are to: provide robust curriculum programmes; promote and support success for all students; and form partnerships within the school community .
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the June 2022 ERO report, the school has evaluated the impact of the local curriculum, assessment and responsive teacher practice on achievement and wellbeing outcomes for students.
Expected Improvements and Findings
The school expected to see:
A responsive local curriculum that integrates the local context.
The school has developed and implemented a comprehensive curriculum that reflects the local environment and cultural histories.
Improved student outcomes in reading, writing and mathematics.
Student outcomes in reading. writing and mathematics are high and have been sustained.
Well-considered reading, writing and mathematics action plans have been established; these identify specific targets for accelerating learners’ progress.
Real time reporting of student achievement has been introduced; this supports parents and whānau to be better informed of student progress.
School wide consistent and coordinated teacher practice.
Teachers collaborate and share planning; this strengthens the coordination of strategies and approaches to best meet the needs of learners.
The use of standardised assessment tools and robust moderation is strengthening consistency of teaching practice.
Assessment data is increasingly used by leaders and teachers to set achievement targets for those students at risk of underachievement and to monitor progress.
The greatest shift that has occurred in response to the school’s actions to review the local curriculum and teacher practice, is the strengthening of consistency across teacher practice.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Learners are engaged in learning, make sufficient progress and achieve well.
The large majority of students achieve at or above the expected curriculum level in reading, writing, and mathematics.
Disparity for boys and Māori learners in reading, writing and mathematics remains and leaders have specific targets to address this.
The majority of students attend school regularly; the school has not yet met the Ministry of Education’s attendance target.
Conditions to support learner success
Purposeful leadership is increasingly fostering a culture committed to high quality teaching and working towards equity in student outcomes.
Leaders have established an explicit, context-appropriate school improvement plan; this reflects the school’s vision, values and aspirations as well as the perspectives of students, families, teachers, and the wider community.
Leaders have developed clear practices for planning, delivering and evaluating the curriculum; this is strengthening consistency schoolwide.
Leadership is strengthening the use and analysis of student progress and achievement information; this has improved responsive planning that targets learning needs.
Teaching is increasingly intentional and responsive to the needs of learners.
Leaders and teachers undertake meaningful community consultation, useful data analysis and gather student feedback and ideas; this informs regular curriculum review to identify ongoing improvements to meet the needs of learners.
The school has a comprehensive curriculum that is aligned to the strategic plan, reflects the local area and uses available resources to provide a basis for responsive lesson planning.
The school has well-aligned systems, practices and regular review processes to support success and improvement over time.
Internal evaluation practices support the gathering, analysis, and use of evidence of student learning and outcomes to improve practice.
The board is strongly supportive of the principal, staff and students; strategic goals are improvement focused, and resulting school initiatives are well resourced.
Teachers use local histories and stories well to extend learning opportunities to learn te reo Māori, tikanga Māori and mātauranga Māori throughout the curriculum.
Part C: Where to next?
The agreed next steps for the school are to:
further strengthen assessment and moderation practices to provide more reliable reporting of achievement and identify next steps for learning
maintain the focus on consistency of teaching and learning across the school
further engage with the school community to develop strategies to increase rates of student attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
using assessment, moderation and reporting to monitor the progress and achievement of all learners including those who need acceleration
conduct a schoolwide student wellbeing survey and respond to the findings
consult the community to develop and refine processes to support more students to attend school regularly.
Annually:
analyse achievement information and respond to any disparity identified to inform next steps for learners
review the impact of teaching and learning programmes on achievement outcomes to know what has been successful and what needs further improvement
analyse student wellbeing and engagement data.
Actions taken against these next steps are expected to result in:
sustained high levels of equitable achievement and excellence in learner outcomes
school wide consistency in high quality teaching and assessment practice
more students attending regularly.
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 Director of Schools (Acting)
22 April 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 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).