Carew Peel Forest School
Contributing · State
- Year levels
- 1–6
- Total roll
- 78
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 1051 Ealing Montalto Road, Carew
- Territorial authority
- Ashburton District
- Phone
- 03-6963556
- carew@carewpeelforest.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
- 66
- Māori
- 0
- Pacific
- 0
- Asian
- 11
- MELAA
- 1
- Other
- 0
- 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 | 0 | 0 | 2 | 0 | 0 | 10 | 0 | 12 |
| Year 02 | 0 | 0 | 1 | 0 | 0 | 9 | 0 | 10 |
| Year 03 | 0 | 0 | 1 | 0 | 0 | 8 | 0 | 9 |
| Year 04 | 0 | 0 | 0 | 0 | 0 | 13 | 0 | 13 |
| Year 05 | 0 | 0 | 5 | 0 | 0 | 10 | 0 | 15 |
| Year 06 | 0 | 0 | 3 | 0 | 0 | 10 | 0 | 13 |
| Year 07 | 1 | 0 | 1 | 0 | 0 | 4 | 0 | 5 |
| Total | 1 | 0 | 13 | 0 | 0 | 64 | 0 | 77 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 2 | 0 | 0 | 10 | 0 | 12 |
| Age 06 | 0 | 0 | 1 | 0 | 0 | 9 | 0 | 10 |
| Age 07 | 0 | 0 | 1 | 0 | 0 | 8 | 0 | 9 |
| Age 08 | 0 | 0 | 0 | 0 | 0 | 13 | 0 | 13 |
| Age 09 | 0 | 0 | 4 | 0 | 0 | 10 | 0 | 14 |
| Age 10 | 0 | 0 | 4 | 0 | 0 | 10 | 0 | 14 |
| Age 11 | 1 | 0 | 1 | 0 | 0 | 4 | 0 | 5 |
| Total | 1 | 0 | 13 | 0 | 0 | 64 | 0 | 77 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Carew Peel Forest School | 0% |
|---|---|
| Canterbury Region | 38.3% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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%
| Carew Peel Forest School | 0% |
|---|---|
| Canterbury Region | 3.7% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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%
| Carew Peel Forest School | 0% |
|---|---|
| Canterbury Region | 1.7% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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)
- 417
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1904
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
- 1 July 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (1 July 2024)
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 same report — the board assurance report of 1 July 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO has identified the following areas of non-compliance during the board assurance process:
the school needs to check a primary identity document and a secondary identity document, required for safety checking of workforce. [Children’s Act 2014]
The board has since addressed the areas of non-compliance identified.
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 78 — 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.
February 2018
77
Counted while ERO’s review team was at the school. Education Review Office, report of 27 March 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 1 July 2024 — “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
Carew Peel Forest School is located just north of the Rangitata River in mid-Canterbury and provides education for learners in Years 0 to 6. The school’s CARE values (Community, Achievement, Responsibility, Environment) support the school’s vision of meeting the needs of all learners.
There are two parts to this report.
Part A: 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 B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for learners are increasingly equitable and excellent.
Most learners achieve at expected levels in reading, writing and mathematics; there is some disparity in boys’ reading and writing achievement that has been identified by leaders.
Learners with additional needs are identified and programmes are tailored effectively to their needs to improve learner outcomes.
Learners have a strong sense of belonging supported by well understood inclusive and wellbeing practices.
Most learners attend school regularly and engage in meaningful learning.
Conditions to support learner success
Leadership uses evidence well to plan and monitor the school’s strategic improvement cycle.
The school vision, goals, targets and priorities clearly reflect those set out by the community.
Leadership and teachers foster a culture of high-quality teaching and learning practices.
Professional relational trust between teachers is evident and contributes to shared responsibility for improved learner outcomes.
Teaching practice is increasingly responsive to learner needs and evidence based.
Literacy and numeracy curriculum areas are explicitly taught, and the school is developing a rich local curriculum that reflects learner needs and interests.
Learners needing additional support are identified promptly and are provided with individualised and effective support.
Assessment information is increasingly analysed and used to inform teacher planning.
The school has effective systems and processes which reduce barriers to learning and improve progress.
Relationships between teachers and learners are founded on mutual trust that supports learning and wellbeing of all learners.
Professional development is targeted towards continuous improvement for learner wellbeing, progress and achievement.
Leaders and teachers recognise, value and are taking steps towards catering for the diverse identities, languages and cultures of learners, whānau and the community.
The board strategically manages resourcing well to improve educational success for all learners.
Part B: Where to next?
The agreed next steps for the school are to:
ensure all learners receive high-quality teaching and learning to further improve their outcomes, with particular attention on boys’ progress and achievement
enable learning that reflects the learners, the community and local environment.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
review school-wide school assessment tools and practices to ensure valid, consistent evaluation of learner progress and achievement
continue to develop an engaging school-wide local curriculum that incorporates all learning areas and based on the school’s vision and values, and community aspirations.
Annually:
continue to develop collaborative practices focused on high quality teaching, and improved learner progress, achievement and wellbeing, with a focus on boys’ reading and writing progress and achievement
develop clear, effective school-wide evaluation processes to improve learner outcomes.
Actions taken against these next steps are expected to result in:
strengthened collaborative teaching practices of the school local curriculum delivery and school-wide programmes in literacy and mathematics
further improvement of boys’ reading and writing progress and achievement
refined evaluation processes to ensure high quality teaching and learning practices which further improve outcomes for all learners.
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.
Shelley Booysen Director of Schools
1 July 2024
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 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).