College Street Normal School
Contributing · State
- Year levels
- 1–6
- Total roll
- 591
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 402 College Street, Hokowhitu, Palmerston North
- Territorial authority
- Palmerston North City
- Phone
- 06-3581092
- office@csn.school.nz
- Website
- http://www.csn.school.nz/
- Directions
- Get directions
Other schools nearby: schools in Palmerston North · 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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 307
- Māori
- 101
- Pacific
- 50
- Asian
- 224
- MELAA
- 33
- Other
- 7
- International
- 4
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 | 5 | 36 | 6 | 0 | 36 | 0 | 76 |
| Year 02 | 26 | 6 | 37 | 6 | 0 | 66 | 1 | 106 |
| Year 03 | 17 | 11 | 36 | 6 | 2 | 53 | 0 | 94 |
| Year 04 | 19 | 7 | 38 | 7 | 0 | 54 | 0 | 102 |
| Year 05 | 16 | 6 | 35 | 2 | 2 | 50 | 0 | 92 |
| Year 06 | 15 | 11 | 34 | 8 | 2 | 72 | 0 | 117 |
| Year 07 | 3 | 1 | 7 | 0 | 0 | 12 | 1 | 21 |
| Total | 109 | 47 | 223 | 35 | 6 | 343 | 2 | 608 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 10 | 5 | 35 | 6 | 0 | 34 | 0 | 72 |
| Age 06 | 28 | 6 | 37 | 6 | 0 | 66 | 1 | 107 |
| Age 07 | 15 | 10 | 34 | 6 | 2 | 52 | 0 | 91 |
| Age 08 | 22 | 8 | 41 | 7 | 0 | 56 | 0 | 107 |
| Age 09 | 18 | 8 | 30 | 2 | 2 | 49 | 0 | 88 |
| Age 10 | 13 | 9 | 40 | 8 | 2 | 73 | 0 | 122 |
| Age 11 | 3 | 1 | 6 | 0 | 0 | 13 | 1 | 21 |
| Total | 109 | 47 | 223 | 35 | 6 | 343 | 2 | 608 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
48.3%
| College Street Normal School | 48.3% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 40.4% |
|---|---|
| Male | 56.1% |
| Māori | 25.9% |
| Pacific | 55.2% |
| Asian | 49.3% |
| Other | 0% |
| European/Pākehā | 54.4% |
| Total | 48.3% |
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%
| College Street Normal 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%
| College Street Normal 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)
- 409
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 25 January 1893
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
- 22 August 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 22 August 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for learners 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 591 — 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.
June 2019
593
Counted while ERO’s review team was at the school. Education Review Office, report of 20 August 2019
February 2015
522
Counted while ERO’s review team was at the school. Education Review Office, report of 25 May 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 22 August 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
College Street Normal School is located in Palmerston North and provides education for learners in Years 1 to 6. The school roll is 600. Students are ethnically diverse and include 36% who identify as Asian, 34% who identify as Pākehā , 18% who identify as Māori , 5% who identify as of Pacific descent and 7% from other ethnic groups. More than 25% of students receive additional support for English Language Learning.
The school’s vision is that students engage , explore and be empowered as learners . The school values are Resilience, Kindness, Respect and Excellence .
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
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 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 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 65% 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 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
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 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 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.
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
The School Board and leaders have a range of policies and programmes that support student wellbeing, help learners feel confident in who they are, and keep them engaged in learning.
Leadership is shared throughout the school, with many opportunities for staff to lead through coaching, professional learning, and innovation teams.
The school’s values and competencies are part of everyday teaching and help students grow in a well-rounded approach to learner development.
Students achieve well in foundational learning areas, which supports their progress in other subjects. The school has introduced structured approaches to teaching literacy and mathematics.
Leaders encourage ongoing improvement and professional development that contributes to the building of collective capabilities of all staff.
The Board and leaders are proactive and plan carefully for lasting improvements and innovations based on research.
Leaders and teachers regularly check and review their actions, using data to plan next steps for school improvement.
The Board, leaders and teachers build strong educational partnerships with families, Rangitāne as mana whenua and the wider community, collaborating for student success.
Key priorities
Embed the revised English and mathematics curriculum areas into classroom practices.
Align changes in assessment requirements with current school wide processes.
Improve and sustain positive achievement outcomes in reading and mathematics.
Focus on improving outcomes in writing and reporting rates of progress for specific groups of learners.
Increasing attendance to meet the Government target of 80% regular attendance.
Actions to bring about improvement
Within six months:
leaders and teachers build on teaching practices evident in the school to strengthen and refine school processes, especially in writing, in alignment with the revised curriculum
Every six months:
leaders analyse and report to the Board on specific groups of students’ rates of progress in foundational learning areas to inform decision making
leaders review the outcomes of attendance initiatives to inform planning and actions to increase regular attendance
Annually:
the Board and leaders use achievement information in structured literacy and mathematics, including specific groups of students’ rates of progress, to strategically plan and implement improvement actions
the Board and leaders use reported information about the effectiveness and impact of the school’s attendance plan to review and improve regular attendance.
Expected outcomes
Sustained high levels of student attendance, and achievement outcomes in literacy and mathematics.
The revised school curriculum and assessment requirements are embedded schoolwide.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.
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 School 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
Provision for International Students
This section of the report is about the quality of the provision of education for international students enrolled at the school .
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 was one international student attending the school.
International students experience positive and inclusive relationships with their peers and teachers. They are well provided for with access to appropriate pastoral care within the school. Additional support for English Language Learning is provided for learners who need it. The school has thorough processes for annual self-review.
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 (Acting)
22 August 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).