Carterton School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 178
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Holloway Street, Carterton
- Territorial authority
- Carterton District
- Phone
- 06-3794010
- principal@carterton.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
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.
- Uniform
- Required
The polar fleece, green polo (Junior) and green/navy polo (Senior) are embroidered and unique to Carterton School.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 138
- Māori
- 80
- Pacific
- 9
- Asian
- 9
- MELAA
- 0
- 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 | 13 | 2 | 5 | 0 | 0 | 20 | 0 | 26 |
| Year 02 | 12 | 2 | 2 | 0 | 0 | 26 | 0 | 32 |
| Year 03 | 16 | 1 | 3 | 0 | 0 | 24 | 0 | 31 |
| Year 04 | 12 | 2 | 2 | 0 | 1 | 28 | 0 | 34 |
| Year 05 | 9 | 1 | 1 | 0 | 0 | 29 | 0 | 33 |
| Year 06 | 6 | 0 | 0 | 0 | 0 | 21 | 0 | 24 |
| Year 07 | 12 | 0 | 0 | 0 | 0 | 22 | 0 | 28 |
| Year 08 | 2 | 0 | 1 | 0 | 0 | 14 | 0 | 15 |
| Total | 82 | 8 | 14 | 0 | 1 | 184 | 0 | 223 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 12 | 2 | 5 | 0 | 0 | 19 | 0 | 25 |
| Age 06 | 10 | 1 | 1 | 0 | 0 | 24 | 0 | 29 |
| Age 07 | 19 | 1 | 3 | 0 | 0 | 25 | 0 | 31 |
| Age 08 | 12 | 3 | 2 | 0 | 1 | 28 | 0 | 36 |
| Age 09 | 8 | 1 | 2 | 0 | 0 | 29 | 0 | 32 |
| Age 10 | 7 | 0 | 0 | 0 | 0 | 22 | 0 | 26 |
| Age 11 | 11 | 0 | 0 | 0 | 0 | 21 | 0 | 26 |
| Age 12 | 3 | 0 | 1 | 0 | 0 | 12 | 0 | 14 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Total | 82 | 8 | 14 | 0 | 1 | 184 | 0 | 223 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
7.7%
| Carterton School | 7.7% |
|---|---|
| Wellington Region | 24.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 14% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 10.1% |
| Total | 7.7% |
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%
| Carterton School | 0% |
|---|---|
| Wellington Region | 2.6% |
| 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%
| Carterton School | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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)
- 471
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Small urban area
- Date opened
- 25 January 1861
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
- 4
- Last reviewed
- 19 March 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (19 March 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 board assurance report of 19 March 2024 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.
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 178 — 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
262
Counted while ERO’s review team was at the school. Education Review Office, report of 2 May 2018
November 2014
327
Counted while ERO’s review team was at the school. Education Review Office, report of 22 January 2015
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 19 March 2024 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within 18 months of the Education Review Office and Carterton 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
Context
Carterton School is situated in the centre of Carterton, neighbouring Carrington Park. It offers learning opportunities for students in Years 1 to 8. It also offers bi-lingual learning opportunities within its Ākonga Māori unit which has two whānau based classes and focuses on te reo Māori, tikanga Māori and te ao Māori .
Carterton School’s strategic priorities for improving outcomes for learners are to:
support and grow students’ sense of wellbeing and belonging
further develop and deliver a holistic curriculum that is engaging and supportive of student learning
improve outcomes in reading, writing and mathematics.
You can obtain a copy of the school’s strategic and annual plans from the school office.
ERO and the school are working together to evaluate how effectively the school’s revised curriculum is supporting the wellbeing and achievement of all students.
The rationale for selecting this evaluation is a desire to:
raise achievement of all students in reading, writing and mathematics
embrace and celebrate the culture of all our Carterton whānau
ignite and support every child’s passion and desire to learn
effectively and collaboratively support children want to learn and teachers who want to teach.
The school expects to see:
high levels of student engagement in learning
teachers delivering engaging and effective programmes of learning
an increased use of te reo Māori and ongoing development in the understanding of Māori culture across the kura
improved student outcomes in reading, writing and mathematics.
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate how effectively the school’s revised curriculum is supporting the wellbeing and achievement of all students.
Strong, ongoing community engagement that provides exciting learning opportunities for all tamariki.
Highly collaborative staff and supportive board of trustees.
A well-resourced learning environment that provides a wide range of opportunities for learners.
Fluent and knowledgeable akōnga Māori teachers who support staff and students across the school to grow their use and understanding of te reo me ono tikanga Māori .
Where to next?
Moving forward, the school will prioritise:
the strengthening of assessment practices to further improve teaching and learning opportunities
further utilisation of community engagement and resources to impact positively on the engagement of learners and the community
the ongoing celebration of the strengths of the kura , its bi-cultural capacity and depth of authentic relationships with whānau.
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.
Shelley Booysen Director of Schools
19 March 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 4 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).