Churton Park School
Contributing · State
- Year levels
- 1–6
- Total roll
- 312
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 90 Churton Drive, Churton Park, Wellington
- Territorial authority
- Wellington City
- Phone
- 04-4784282
- principal@churtonpark.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington · 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.
- School day starts
- 9.00am
There is a sign in / sign out register at the office for any children arriving after 9.00am or having to leave during the school day.
- 9.00am
- Uniform
Not stated on the school’s website.
- Where to buy the uniform
- https://churtonpark.nzuniforms.com/catalog/uniform-1107113.htmx
Sunhats and sports uniform can be purchased from NZ Uniforms Porirua in store at: or ordered online [https:// churtonpark.nzuniforms.com/catalog/uniform-1107113.htmx](https://churtonpark.nzuniforms.com/catalog/uniform-1107113.htmx)
- https://churtonpark.nzuniforms.com/catalog/uniform-1107113.htmx
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/2824
You can use our [online enrolment form](https://enrolments.linc-ed.com/apply/NZ/2824).
- https://enrolments.linc-ed.com/apply/NZ/2824
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
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.
- International students
- Accepted, as stated
It is a prime condition of enrolment that the student lives with their caregiving parent during their enrolment at Churton Park School.
- Accepted, as stated
- Voluntary donation
- $240 for one child, $400 for two children, $490 for three or more children, 2026
The Board of Trustees has set the school donation rates for 2026 as follows: One child: $240 Two children: $400 Three or more children: $490
- $240 for one child, $400 for two children, $490 for three or more children, 2026
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
- Cricket
Cricket, football and hockey are played socially with teams picked on interest rather than ability.
- football
Cricket, football and hockey are played socially with teams picked on interest rather than ability.
- hockey
Cricket, football and hockey are played socially with teams picked on interest rather than ability.
- Swimming
Swimming, athletics and cross country are individual competitive events which students can progress to the Northern Zone, Inter Zone and Regional level if successful.
- athletics
Swimming, athletics and cross country are individual competitive events which students can progress to the Northern Zone, Inter Zone and Regional level if successful.
- cross country
Swimming, athletics and cross country are individual competitive events which students can progress to the Northern Zone, Inter Zone and Regional level if successful.
- Netball
Our school is represented in the Northern Suburbs Netball competition organised through the school for playing in Newlands on a Saturday during the winter months.
- Miniball
Miniball teams are organised through the school for Year 3/4 and Year 5/6 during Terms 2 and 3
- table tennis
including table tennis, volleyball, girls only events, Aussie Rules, futsal, gymnastics, basketball, waterpolo, rippa rugby and tennis, to name a few.
- volleyball
including table tennis, volleyball, girls only events, Aussie Rules, futsal, gymnastics, basketball, waterpolo, rippa rugby and tennis, to name a few.
- Aussie Rules
including table tennis, volleyball, girls only events, Aussie Rules, futsal, gymnastics, basketball, waterpolo, rippa rugby and tennis, to name a few.
- futsal
including table tennis, volleyball, girls only events, Aussie Rules, futsal, gymnastics, basketball, waterpolo, rippa rugby and tennis, to name a few.
- gymnastics
including table tennis, volleyball, girls only events, Aussie Rules, futsal, gymnastics, basketball, waterpolo, rippa rugby and tennis, to name a few.
- basketball
including table tennis, volleyball, girls only events, Aussie Rules, futsal, gymnastics, basketball, waterpolo, rippa rugby and tennis, to name a few.
- waterpolo
including table tennis, volleyball, girls only events, Aussie Rules, futsal, gymnastics, basketball, waterpolo, rippa rugby and tennis, to name a few.
- rippa rugby
including table tennis, volleyball, girls only events, Aussie Rules, futsal, gymnastics, basketball, waterpolo, rippa rugby and tennis, to name a few.
- tennis
including table tennis, volleyball, girls only events, Aussie Rules, futsal, gymnastics, basketball, waterpolo, rippa rugby and tennis, to name a few.
- School Kapa Haka
School Kapa Haka meets weekly.
- inter-House sporting event
Each term students are able to sign up to an inter-House sporting event run by a teacher and held during the lunch hour.
- drums
Music lessons in drums, guitar, ukelele are provided by the Goodtime Music Bus
- guitar
Music lessons in drums, guitar, ukelele are provided by the Goodtime Music Bus
- ukelele
Music lessons in drums, guitar, ukelele are provided by the Goodtime Music Bus
- Cricket
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 140
- Māori
- 28
- Pacific
- 11
- Asian
- 153
- MELAA
- 19
- Other
- 8
- International
- 1
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 | 3 | 1 | 26 | 3 | 1 | 25 | 0 | 51 |
| Year 02 | 3 | 1 | 36 | 5 | 0 | 15 | 0 | 54 |
| Year 03 | 8 | 2 | 24 | 3 | 1 | 22 | 0 | 52 |
| Year 04 | 7 | 5 | 28 | 1 | 0 | 23 | 0 | 57 |
| Year 05 | 5 | 2 | 20 | 6 | 0 | 24 | 0 | 51 |
| Year 06 | 7 | 2 | 30 | 3 | 0 | 19 | 0 | 54 |
| Year 07 | 1 | 0 | 2 | 1 | 0 | 2 | 0 | 6 |
| Year 08 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Total | 34 | 13 | 167 | 22 | 2 | 130 | 0 | 326 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 1 | 26 | 3 | 1 | 24 | 0 | 50 |
| Age 06 | 3 | 1 | 33 | 5 | 0 | 16 | 0 | 52 |
| Age 07 | 8 | 2 | 26 | 3 | 1 | 22 | 0 | 54 |
| Age 08 | 7 | 5 | 30 | 2 | 0 | 23 | 0 | 60 |
| Age 09 | 5 | 2 | 16 | 5 | 0 | 24 | 0 | 46 |
| Age 10 | 7 | 2 | 34 | 3 | 0 | 19 | 0 | 58 |
| Age 11 | 1 | 0 | 1 | 1 | 0 | 2 | 0 | 5 |
| Age 12 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Total | 34 | 13 | 167 | 22 | 2 | 130 | 0 | 326 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Churton Park School | 0% |
|---|---|
| Wellington Region | 24.7% |
| Contributing | 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%
| Churton Park School | 0% |
|---|---|
| Wellington Region | 2.6% |
| 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%
| Churton Park School | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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)
- 361
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 May 1975
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
- 28 February 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 28 February 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for students in Years 1 to 6
- Years 1 to 6
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 312 — 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.
September 2018
387
Counted while ERO’s review team was at the school. Education Review Office, report of 28 January 2019
June 2014
355
Counted while ERO’s review team was at the school. Education Review Office, report of 5 August 2014
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 28 February 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.
About the School
Churton Park School provides education for students in Years 1 to 6. There are 380 students currently attending the school. Half of the students are Asian, 40% are Pākehā and 11% are Māori . The school vision, Empowered Connected Lifelong Learners , is underpinned by the school values of Ngahua, Eke Panuku, Manaakitanga, Pou Manawaroa and Hauora .
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
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. The school is improving teaching and learning.
How well does the school curriculum respond to all learners needs? Learners have sufficient 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.
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 is improving its collection and use 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
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.
Assessment
The school is improving its approach and the reliability of its practices to accurately 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.
Progress
The school has good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improve 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 leaners working at or above curriculum levels since the previous review.
The school is making progress towards Government reading, writing and mathematics targets and is likely to meet them by 2030.
Part B - Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Students are engaged and outcomes for learning are equitable and increasingly excellent. Students’ sense of wellbeing and belonging is supported by a wide range of successful initiatives.
Leaders drive school improvement with collaborative teaching and learning practices and well-developed curriculum design expectations. They are beginning to use evidence to plan and monitor aspects of the school‘s strategic improvement cycle to improve learner outcomes.
Leaders have developed a productive foundational relationship with local iwi and are building an authentic partnership to develop the curriculum and improve outcomes for learners
The students are taught reading, writing and mathematics for 1 hour per day. The curriculum design provides for integrated learning opportunities with breadth and depth across learning areas.
Teaching teams regularly inquire into aspects of their teaching practice to improve learner progress and achievement.
Responsive teaching and learning reflect students’ strengths, needs and interests, and builds on existing knowledge and skills to promote progress.
Key priorities and actions for improvement
The agreed next steps for the school are to:
develop and implement an evaluation process to gather evidence and measure the impact of collaborative teaching and learning practices on outcomes for students and inform next steps
continue professional learning for teaching teams, with a focus on collaborative teaching and learning practices, to promote consistency across the school
strengthen school-wide assessment systems, processes and data analysis capability to deepen teacher understanding of next steps for learning and further lift learner outcomes.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
review assessment systems and the use of student achievement information to identify areas of a professional learning for teachers and leaders
develop an approach for embedding collaborative teaching and learning practices across the school
Every six months:
review the use of, and effectiveness, of collaborative teaching and learning practices against established school-wide expectations to identify areas for improvement
establish professional learning based on identified need to improve outcomes for students
continue to analyse learners’ attendance, progress and achievement information to inform the next steps and respond with targeted interventions for identified groups of students
Annually:
analyse and report attendance, achievement and wellbeing outcomes to the board and community; in partnerships with whānau , students and teachers, use this information to inform the next strategic steps.
Actions taken against these next steps are expected to result in:
embedded collaborative teaching and learning practices and improved use of shared spaces
students know and can articulate their levels of achievement
strengthened evaluative capability that effectively informs schoolwide improvement
student achievement and progress is tracked over time.
Background
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self review of its implementation of the Code.
At the time of this review there were four international students attending the school, and no exchange students.
The school’s internal evaluation provides adequate information about the provision for international students. Provision could be more effectively monitored by the Board through regular reporting on the pastoral care, wellbeing and academic achievement and progress of international students.
The International Co-ordinator provides a point of contact for students and families upon enrolment and during their time at the school. Students are settled into school-life, learning and pastoral needs are attended to and provision made to support student progress, achievement and wellbeing.
Parent voice is collected and this is acted upon if required. Students are well integrated, feel like they belong and enjoy school. They participate fully in the wider life of the school.
Board Assurance with Regulatory and Legislative Requirements
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:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
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 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
Sharon Kelly Acting Director of Schools 28 February 2025
Education Counts
This 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).