Arrowtown School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 433
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 9 Chalmers Place, Arrowtown
- Territorial authority
- Queenstown-Lakes District
- Phone
- 03-4421854
- office@arrowtown.school.nz
- Directions
- Get directions
Other schools nearby: schools in Otago
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.
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.
- Getting there
- The school bus service is run by Go Bus. They are contracted to the Ministry of Education.
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
- t-ball
The sports range from t-ball, cricket, touch rugby, volleyball and athletics in the summer to rippa rugby, basketball, badminton, football and netball in the winter.
- cricket
The sports range from t-ball, cricket, touch rugby, volleyball and athletics in the summer to rippa rugby, basketball, badminton, football and netball in the winter.
- touch rugby
The sports range from t-ball, cricket, touch rugby, volleyball and athletics in the summer to rippa rugby, basketball, badminton, football and netball in the winter.
- volleyball
The sports range from t-ball, cricket, touch rugby, volleyball and athletics in the summer to rippa rugby, basketball, badminton, football and netball in the winter.
- athletics
The sports range from t-ball, cricket, touch rugby, volleyball and athletics in the summer to rippa rugby, basketball, badminton, football and netball in the winter.
- rippa rugby
The sports range from t-ball, cricket, touch rugby, volleyball and athletics in the summer to rippa rugby, basketball, badminton, football and netball in the winter.
- basketball
The sports range from t-ball, cricket, touch rugby, volleyball and athletics in the summer to rippa rugby, basketball, badminton, football and netball in the winter.
- badminton
The sports range from t-ball, cricket, touch rugby, volleyball and athletics in the summer to rippa rugby, basketball, badminton, football and netball in the winter.
- football
The sports range from t-ball, cricket, touch rugby, volleyball and athletics in the summer to rippa rugby, basketball, badminton, football and netball in the winter.
- netball
The sports range from t-ball, cricket, touch rugby, volleyball and athletics in the summer to rippa rugby, basketball, badminton, football and netball in the winter.
- swimming (senior)
School athletics (junior and senior), swimming (senior), rippa rugby (Year 3-8), triathlon (Year 5-8) and cross country (junior and senior) events are held annually.
- triathlon (Year 5-8)
School athletics (junior and senior), swimming (senior), rippa rugby (Year 3-8), triathlon (Year 5-8) and cross country (junior and senior) events are held annually.
- cross country (junior and senior)
School athletics (junior and senior), swimming (senior), rippa rugby (Year 3-8), triathlon (Year 5-8) and cross country (junior and senior) events are held annually.
- ice -skating
Year 0-2 children do ice -skating while Year 3-8 children can choose from skiing or snowboarding at Coronet Peak.
- skiing
Year 0-2 children do ice -skating while Year 3-8 children can choose from skiing or snowboarding at Coronet Peak.
- snowboarding
Year 0-2 children do ice -skating while Year 3-8 children can choose from skiing or snowboarding at Coronet Peak.
- NZSki Snowcamps
NZSki Snowcamps are scheduled at Coronet Peak for the following dates in 2026
- t-ball
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 402
- Māori
- 30
- Pacific
- 10
- Asian
- 27
- MELAA
- 9
- Other
- 4
- 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 | 4 | 1 | 4 | 2 | 2 | 51 | 0 | 57 |
| Year 02 | 5 | 4 | 2 | 2 | 1 | 56 | 0 | 60 |
| Year 03 | 3 | 0 | 6 | 2 | 0 | 41 | 0 | 45 |
| Year 04 | 5 | 1 | 1 | 1 | 2 | 44 | 0 | 49 |
| Year 05 | 1 | 0 | 5 | 1 | 1 | 47 | 0 | 50 |
| Year 06 | 7 | 2 | 3 | 1 | 1 | 50 | 0 | 54 |
| Year 07 | 6 | 1 | 4 | 0 | 0 | 59 | 0 | 61 |
| Year 08 | 4 | 1 | 3 | 2 | 0 | 48 | 0 | 52 |
| Total | 35 | 10 | 28 | 11 | 7 | 396 | 0 | 428 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 1 | 3 | 2 | 2 | 52 | 0 | 57 |
| Age 06 | 6 | 3 | 3 | 2 | 0 | 50 | 0 | 54 |
| Age 07 | 3 | 1 | 4 | 2 | 0 | 46 | 0 | 48 |
| Age 08 | 5 | 1 | 3 | 1 | 1 | 43 | 0 | 49 |
| Age 09 | 1 | 0 | 5 | 1 | 3 | 47 | 0 | 52 |
| Age 10 | 6 | 2 | 2 | 0 | 1 | 50 | 0 | 52 |
| Age 11 | 4 | 1 | 5 | 1 | 0 | 45 | 0 | 49 |
| Age 12 | 6 | 1 | 2 | 2 | 0 | 54 | 0 | 57 |
| Age 13 | 1 | 0 | 1 | 0 | 0 | 9 | 0 | 10 |
| Total | 35 | 10 | 28 | 11 | 7 | 396 | 0 | 428 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Arrowtown School | 0% |
|---|---|
| Otago Region | 36.8% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Arrowtown School | 0% |
|---|---|
| Otago Region | 4.6% |
| 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%
| Arrowtown School | 0% |
|---|---|
| Otago Region | 2% |
| 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)
- 395
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1862
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
- 3
- Last reviewed
- 5 February 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (15 December 2021)
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 15 December 2021 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 5 February 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for students from Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 5 February 2026 — “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
Arrowtown School is located in the Queenstown-Lakes region and provides education for students from Years 1 to 8. The school’s current roll is 451. 78% of students are Pākehā /New Zealand European, 9% identify as Māori , 3% as Pacific, 7% as Asian and 3% as Middle Eastern, Latin American and African .
Drawing on the region’s gold mining history, the school’s mission is to deliver the gold standard of primary school education in Aotearoa / New Zealand.
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 June 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school focused on evaluating the expansion of the school’s graduate profile, which outlines key learner qualities aimed at improving outcomes for students. The graduate profile is designed to ensure learners are well prepared for the transition to secondary school.
Findings
The school worked with the local secondary school to define academic dispositions and competencies that are critical for success in Years 7 and 8. The school significantly broadened its Year 7 and 8 programme. The school maintain a strong emphasis on reading, writing, and mathematics, while also increasing opportunities for learner choice and incorporating community-based learning activities. These initiatives provide diverse contexts for students to develop the graduate profile qualities of being confident, connected, and adaptive. Students are able to evidence their secondary school readiness through reflecting on their progress in the school’s learner qualities, as well as their progress and achievement in reading, writing and mathematics.
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? Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.
What is the quality of teaching and learning? Learners benefit from excellent 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 foundational 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 high quality education for learners are driving excellent school performance.
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 1 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 Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics Almost all learners meet or exceed the expected curriculum level. Results are 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 not yet 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 significantly extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is meeting Government reading; writing and mathematics targets set for 2030.
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 benefit from an inclusive school culture built on strong school values.
Teachers work together to deliver effective, purposeful programmes building sound foundational skills in reading, writing and mathematics, supported by consistent, structured teaching approaches across all year levels.
The school’s localised curriculum offers rich learning opportunities, drawing on connections with its community, environment and heritage.
Community consultation informs key priorities, including the school’s focus on progress and achievement in reading, writing and mathematics.
Staff professional development is strategically implemented to support ongoing improvement, with teachers encouraged to be reflective, responsive and adaptive in their practice.
The school Board provides effective governance, resourcing strategic priorities that enhance learning conditions for all students.
Key priorities
Further integrate the revised New Zealand Curriculum (NZC) requirements for reading, writing and mathematics to extend and sustain high levels of progress and achievement for all learners.
Further develop reporting to the school community on learner progress and achievement.
Increase and maintain regular attendance.
Actions to bring about improvement
Within six months:
leaders and teachers implement planning tools aligned with the curriculum to ensure consistent and accurate application of reading, writing and mathematics requirements across the school
leaders and teachers further develop their understandings of assessment and reporting requirements for reading, writing and mathematics to improve outcomes for learners
leaders review current attendance strategies to ensure consistent practices are in place across the school to improve regular attendance
Every six months:
leaders and teachers monitor the use of curriculum planning tools and the integration of requirements for reading, writing and mathematics, ensuring teachers have access to relevant professional learning opportunities to refine their practice
leaders and teachers review and seek feedback on reporting to improve parent and whānau understandings about progress and achievement and to increase parent and whānau involvement in their children’s learning
leaders review attendance trends, evaluate the impact of current initiatives and adjust approaches as needed
Annually:
leaders evaluate the impact of curriculum initiatives on learner outcomes and identify steps to further improve progress and achievement
leaders evaluate reporting practices and use findings to further improve communication with parents and whānau about learning, progress and achievement
leaders evaluate annual attendance outcomes and use this information to plan next steps to increase regular attendance rates.
Expected outcomes
Consistently high rates of progress and achievement for all learners in reading, writing and mathematics.
Improved reporting and communication about student learning, progress and achievement to support partnerships with parents/ whānau .
Regular attendance meets the Government target of 80%.
Regulatory and legislative requirements
This section of the report is about how the school meets regulatory and legislative requirements.
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 meeting regulatory and legislative requirements in the following areas:
Board administration
Yes
Curriculum
Yes
Management of health, safety and welfare
Yes
Personnel management
Yes
Actions for compliance
ERO has identified the following area of non-compliance during the board assurance process:
risk management procedures for school trips/education outside the classroom [Health and Safety at Work Act 2015].
The Arrowtown School Board has since addressed the area of non-compliance identified.
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
5 February 2026
Read the full report on ero.govt.nz →
All 3 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).