42A Bradford Street , Bradford, Dunedin
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.
Bradford school is situated on the outskirts of Dunedin city and provides education for learners in Years 1 to 6. The roll sits at 93. European | Pākehā make up 56% of learners, 22% identify as Māori, 11% Asian and 9% Pacific peoples. Bradford School’s mission is to be an inclusive community and its values are: We Care; We Grow; He Waka Eke Noa, we are all in this together, with no exception.
Bradford School leaders have worked to strengthen teacher practice in mathematics, so all learners have an increased sense of confidence and self-esteem when solving mathematical problems. This has resulted in mathematical plans that are more responsive to learners' needs and significant improvement in progress in mathematics for those learners at risk of not achieving.
Processes to better support these improvements include better analysis of achievement information to identify trends and patterns for groups of learners so that disparity can be addressed in a timely and responsive manner. Utilising this information, the school has strengthened its learner first focus which drives all planning initiatives related to learners’ engagement and attendance.
| 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. |
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 becoming more equitable for all groups of learners. |
| Writing | Most 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. |
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 reducing over time.
The school uses an appropriate approach and reliable practices to 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 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 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.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
The school has strong, collaborative leadership team that effectively and consistently drives strategic goals to raise outcomes for all learners. Inclusive practice is at the forefront of all teaching and learning contexts and strongly emphasises parents as partners in learning.
Learning programmes reflect local contexts and strong connections with learners, whānau and the wider community. Reading, writing and mathematics are explicitly taught in the wider curriculum and there is a consistent focus on supporting learners to gain these foundation skills at each level of learning.
Teachers at Bradford School have been using the Science of Learning approach for over two years. This is successfully embedded across both English and mathematics.
All teachers are supported to develop initiatives and take on extra responsibilities that continue to keep the needs of learners at the centre of school planning.
Key priorities and actions for improvement
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
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:
Yes
Yes
Yes
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 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
12 May 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within 12 months of the Education Review Office and Bradford School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Bradford School is nestled on large semi-rural grounds in Dunedin. The school provides a family-like atmosphere for students from Years 1 to 6. Bradford’s culture is based around the school mission statement: We Care, We Grow, He Waka eke Noa—We are all in this together.
Bradford School’s strategic priorities for improving outcomes for learners are to:
You can find a copy of the school’s strategic and annual plan on Bradford School’s website.
ERO and the school are working together to evaluate students’ progress in fluency and understanding in mathematics.
The rationale for selecting this evaluation is a commitment for teachers to increase their understanding of the impact of culturally inclusive practices to strengthen mathematical problem solving so that all learners can engage in ways that allow them to contribute to their own learning and the learning of others.
The school expects to see:
The school can draw from the following strengths to support the school in its goal to evaluate students’ progress in fluency and understanding in mathematics:
Moving forward, the school will prioritise:
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
7 November 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of April 2022, the Bradford School Board, has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Bradford School , School Board.
The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
7 November 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home