Carlton School
Contributing · State
- Year levels
- 1–6
- Total roll
- 268
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 99A Carlton Avenue, Whanganui
- Territorial authority
- Whanganui District
- Phone
- 06-3450336
- carltonoffice@welearn.school.nz
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
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.
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
- all year round swimming programme
our all year round swimming programme in our indoor pool
- all year round swimming programme
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 149
- Māori
- 109
- Pacific
- 15
- Asian
- 20
- MELAA
- 2
- 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 | 10 | 1 | 1 | 0 | 0 | 22 | 0 | 34 |
| Year 02 | 24 | 3 | 3 | 0 | 0 | 25 | 0 | 52 |
| Year 03 | 15 | 0 | 4 | 1 | 0 | 23 | 0 | 40 |
| Year 04 | 15 | 2 | 1 | 1 | 0 | 26 | 0 | 43 |
| Year 05 | 13 | 2 | 3 | 0 | 0 | 28 | 0 | 42 |
| Year 06 | 19 | 3 | 9 | 2 | 0 | 26 | 0 | 51 |
| Year 07 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 4 |
| Total | 98 | 11 | 21 | 4 | 0 | 152 | 0 | 266 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 10 | 1 | 1 | 0 | 0 | 17 | 0 | 29 |
| Age 06 | 22 | 3 | 3 | 0 | 0 | 28 | 0 | 54 |
| Age 07 | 14 | 0 | 3 | 1 | 0 | 20 | 0 | 34 |
| Age 08 | 18 | 2 | 2 | 1 | 0 | 31 | 0 | 52 |
| Age 09 | 13 | 1 | 2 | 0 | 0 | 26 | 0 | 39 |
| Age 10 | 19 | 4 | 9 | 2 | 0 | 27 | 0 | 52 |
| Age 11 | 2 | 0 | 1 | 0 | 0 | 3 | 0 | 6 |
| Total | 98 | 11 | 21 | 4 | 0 | 152 | 0 | 266 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
117.4%
| Carlton School | 117.4% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 134.8% |
|---|---|
| Male | 103.9% |
| Māori | 258.5% |
| Pacific | 200.9% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 100.2% |
| Total | 117.4% |
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%
| Carlton School | 0% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| Contributing | 3.5% |
| 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%
| Carlton School | 0% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| Contributing | 1.5% |
| 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)
- 507
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 3 February 1957
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
- 13 October 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (27 September 2022)
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 27 September 2022 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 13 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
has 270 students in Years 1 to 6
- Years 1 to 6
What ERO wrote in its latest report
This is ERO’s report of 13 October 2025 — “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
Carlton School has 270 students in Years 1 to 6 of which, 52% are New Zealand/European, 34% Māori and 14% from other ethnicities. The shared vision for learners — Hāpaitia te ara tika hei pūmau ai te rangatiratanga mō ngā uri whakatipu, fosters the pathway of knowledge to strength, independence and growth for future generations — is embodied through the collective school values of Te Pono /Honesty, Te Matatika /Integrity, Te Whakaute /Respect, Tu Te Mana, Te Mauri / Belonging and Te Kotahitanga / Community.
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 September 2022 ERO report. It includes an explanation of the expected improvements and findings.
ERO and the school evaluated how well leaders achieve the school’s improvement priorities to strengthen achievement outcomes and ensure equity and excellence for all learners.
Expected Improvements
The school expected to see the implementation of a cohesive strategic plan to support it to achieve its key priorities and improve student engagement and achievement in reading, writing, and mathematics, promoting equity and excellence for all learners.
Staff focused on improving the use of assessment information to inform effective teaching and learning and fostering consistently skilled and capable teaching practice that meets the diverse needs of learners.
Findings
Leaders and the School Board revised their strategic plan with parents and whānau and established relevant goals aligned to improving learner outcomes and promoting inclusive partnerships. Reported achievement shows some improvement in reading, writing and mathematics since 2022.
Implementing Positive Behaviour for Learning (PB4L) improved the consistency of staff using strategies that encourage positive learner engagement at school. Teaching practices are increasingly adapted to learner needs by providing regular access to professional learning and development (PLD) in literacy 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? The school is working towards high levels of success and progress for all learners.
What is the quality of teaching and learning? Learners benefit from good 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 an increasingly 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 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 reasonably 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 is improving its reporting 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 0 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 A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are becoming more 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 small majority of learners attend school regularly.
The school is behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing their use of assessment information 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 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 for 2030 and agrees this will need to be a key strategic priority.
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 requiring additional support are appropriately identified, monitored, and provided with targeted interventions in literacy and mathematics, alongside initiatives that promote their positive engagement at school.
The school fosters inclusive partnerships through responsive practices that reflect their shared values, strengthened by the support and care of whānau maanaki .
Leadership collaboratively pursues strategic goals aligned with the aspirations of the community to achieve positive outcomes for learners.
A structured approach to literacy is well established in the junior classes. The school is well placed to embed structured literacy and mathematics schoolwide to strengthen outcomes for all learners.
Teachers are provided relevant professional learning and development in literacy, mathematics, and assessment, enabling a consistent approach that addresses learners’ needs.
Staff foster reciprocal relationships with other educational networks and external specialists to support transitions and share practices that meet the needs of learners, parents, and whānau .
The School Board works collaboratively with school leaders, responding to resourcing requests to meet the needs of learners.
Key priorities
Improve regular attendance in line with government targets.
Strengthen staff knowledge of curriculum and assessment changes to enhance teaching, learning, and reporting.
Extend structured literacy into the senior school.
Embed the schoolwide approach to mathematics to improve learner outcomes.
Gather feedback from learners, parents, and whānau to inform evaluation of learner wellbeing and the impact of curriculum changes, providing evidence of progress aligned with the school’s strategic goals.
Actions to bring about improvement
Within six months:
leaders establish an observation framework, so teachers get regular and helpful feedback that supports good teaching and meets the different needs of students
the School Board and leaders review attendance information and the impact of their actions in relation to achieving the Government’s attendance target
the School Board and leaders gather student wellbeing data to guide decision making about learner wellbeing and identify areas for further improvement
Annually:
leaders use classroom observations to find out what is working well and identify where improvements are needed to build more practice consistent across the school
the School Board and leaders review the impact of their actions on learner outcomes to inform future priorities to achieve the Government targets for achievement and attendance
leaders gather and analyse student wellbeing information to determine practices that effectively support learner engagement at school and priorities to promote ongoing improvement.
Expected outcomes
Increased and sustained attendance.
Effective teaching in literacy and mathematics and equitable outcomes for all learners.
Teachers receive feedback that helps them teach more consistently and effectively, meeting the needs of all students.
Learners express a strong sense of wellbeing at school and build positive relationships that reflect the valued outcomes of the school and community.
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 some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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
13 October 2025
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).