10 Gould Crescent , Woolston, Christchurch
View on mapTēnā 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.
Ngutuawa School provides education for learners in Years 1 to 8. There are currently 139 learners enrolled in the school. Māori learners make up more than 40% of the students, European/Pakeha are 36%. The school’s PRIDE values are Positivity/Ngākaupai, Respect/Whakaute, Integrity/Tapatahi, Determination/Pūtohe and Excellence/Kairangi. An acting principal was in place at the time of this review.
| How well are learners succeeding? | Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well. |
| What is the quality of teaching and learning? | The school needs to improve teaching and learning. |
| How well does the school curriculum respond to all learners needs? | Learners have some opportunities to learn across the breadth and depth of the curriculum. There is a variable focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs require better support to achieve their education goals. |
| How well does school planning and conditions support ongoing improvement? | The school is establishing planning and conditions that support improvements in the quality of education for learners. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school is taking steps to improve learners’ engagement, wellbeing and inclusion. |
| How well does the school partner with parents, whānau and its community for the benefit of learners? | The school is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school should improve its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions. |
| Student Health and Safety | The school needs to ensure a physically and emotionally safe learning environment. |
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | ERO was unable to verify the extent to that learners meet or exceed the expected curriculum level. Reliable data was not available. |
| Writing | ERO was unable to verify the extent to that learners meet or exceed the expected curriculum level. Reliable data was not available. |
| Mathematics | ERO was unable to verify the extent to that learners meet or exceed the expected curriculum level. Reliable data was not available. |
The school is behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet reducing over time.
The school is not yet using an appropriate approach and reliable practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
The school is developing good quality planning to increase the rate of progress for all groups of students.
The school is yet to show whether it has improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school is yet to show whether it has extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is not making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
During the course of this review ERO had concerns about the quality of education being provided and made recommendations for support and/or intervention to the Secretary / Ministry of Education.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Learners have positive relationships with staff.
Recently appointed leaders have prioritised growing staff capability, setting strategic priorities with goals to improve outcomes for all learners. Recent engagement in professional learning is building teaching capability.
Structured literacy is embedded for younger learners and is beginning to be extended through to the senior areas of the school; structured mathematics is currently being implemented.
Inquiry into effective teaching practice has recently been implemented, with a planned approach to evaluation for improvement being developed.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
Within six months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
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:
No
No
No
Yes
The board has identified the following areas of non-compliance during the board assurance process:
The board has since taken steps to address the areas of non-compliance identified.
ERO recommends that the Secretary for Education/Ministry of Education consider intervention for the dissolution of the board and appointment of a commissioner as listed in section 181, Education and Training Act 2020, to bring about the following improvements:
ERO recommends that the Secretary for Education/Ministry of Education consider intervention for the dissolution of the board and appointment of a commissioner as listed in section 181, Education and Training Act 2020, to bring about the following improvements:
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 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)
19 May 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Bamford School is situated in Woolston, Christchurch, and provides education for students in Years 1 to 8. At the time of this review, the school’s roll was 133 students.
The school states that its vision is ‘to strive for meaningful, respectful, positive relationships so that children feel valued, cared for and safe’. The school values are Respect/Whakaute, Responsibility/Takohanga and Kindness/Atawhai.
The school’s current strategic priorities are:
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
Recent professional learning and development has been undertaken across the school in the areas of literacy, numeracy, restorative practices, wellbeing and engagement.
The school had a limited statutory manager in place from June 2015 to January 2017, and had Ministry of Education support by way of a student achievement function practitioner (SAF) for 2017 to 2019. ERO has had an ongoing relationship with the school since the last report in April 2015.
Since the last education review in 2015 a new principal and a significant number of new teachers have been appointed.
Bamford School is part of the Tamai Kāhui Ako | Community of Learning.
Leaders and teachers are working towards equitable outcomes for all students. However, ERO was unable to fully evaluate the school’s progress as early achievement data needs further analysis to better identify student outcomes.
Student achievement data from 2016, 2018 and early 2019 shows that the majority of students are achieving at or above expected curriculum levels in reading, writing and mathematics. However a major priority for the school is to continue to raise the achievement of all students.
A recent survey showed that most students responded positively about how their wellbeing is supported at the school. Leaders are aware of and are responding to the areas identified by students that need improvement.
Achievement information provided by the school shows that learning is being effectively accelerated for those Māori and other students who need this.
Data on the progress of priority students in 2018 shows that the majority of priority learners, including Māori and Pacific learners, are making accelerated progress in reading, writing and mathematics.
Students participate in caring and inclusive learning environments where relationships are respectful and productive. A relevant and responsive local curriculum engages students and provides opportunities for them to interact with their community. Students are increasingly able to identify their own learning needs, set goals and discuss their learning.
Parents and whānau are welcomed and involved in school activities. There has been a deliberate focus on building effective collaborative relationships at all levels of the school and in the wider educational community. Parents and whānau receive information on, and have opportunities to participate constructively in, their children’s learning.
School leaders have established an orderly and supportive environment with consistently high expectations for student learning and wellbeing. To meet the identified valued outcomes for students, a well-considered strategic vision supports a coherent and consistent approach to schoolwide improvement.
The redevelopment of the school curriculum is providing clear guidelines to inform teaching and learning programmes and practices. Leaders and teachers are increasingly using evidence of student learning and progress as a catalyst for ongoing collaborative dialogue on improving student outcomes. Opportunities for professional learning respond to the identified learning needs of students, challenge assumptions and beliefs about teaching and learning, and support the realisation of the school’s vision, values and goals.
School leaders have identified, and ERO agrees, that the board of trustees needs to improve the effectiveness of governance by:
Leaders and teachers must ensure that they maintain a significant focus on improving learning outcomes for students. The board and ERO have agreed that robust information about student progress and achievement is a priority for informing decision making. This includes:
Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO’s overall evaluation judgement of Bamford School’s performance in achieving valued outcomes for its students is: Developing.
ERO’s Framework: Overall School Performance is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
ERO identified non-compliance in relation to:
In order to address this, the board of trustees must:
Dr Lesley Patterson
Director Review and Improvement Services Te Tai Tini
Southern Region
25 September 2019
| Location | Christchurch |
| Ministry of Education profile number | 3288 |
| School type | Full Primary (Years 1 to 8) |
| School roll | 133 |
| Gender composition | Boys 61% Girls 39% |
| Ethnic composition | Māori 29% NZ European/Pākehā 47% Pacific 8% Asian 12% Other ethnicities 5% |
| Students with Ongoing Resourcing Funding (ORS) | Yes |
| Provision of Māori medium education | No |
| Review team on site | July 2019 |
| Date of this report | 25 September 2019 |
| Most recent ERO report(s) | Education Review April 2015 Education Review April 2012 |