Colyton School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 153
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Colyton Road, Feilding
- Territorial authority
- Manawatu District
- Phone
- 06-3287877
- office@colyton.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.
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
Our school has a compulsory school uniform for children.
- Required
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.
- In their words
- At Colyton we have three goals...to grow GREAT PEOPLE, to develop EXPLICIT CURRICULUM and to PREPARE for the FUTURE!
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
- Swimming
- Junior Folk Dancing
- Hockey
- Athletics
- Kiwi Sports
- Netball
- Cricket
- Cultural Festival
- Rugby
- Cross Country
- Soccer
- Triathlon
- Junior Tabloids
- Speech Competition
- Tennis
- Softball/T-ball
- Kainui Concert
- flippaball
The school also may have weekend sports teams in netball, flippaball, basketball and touch rugby
- basketball
The school also may have weekend sports teams in netball, flippaball, basketball and touch rugby
- touch rugby
The school also may have weekend sports teams in netball, flippaball, basketball and touch rugby
- gymnastics
Included in the sports programme are swimming, triathlon, cross-country, athletics and gymnastics.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 137
- Māori
- 22
- Pacific
- 1
- Asian
- 0
- MELAA
- 2
- Other
- 2
- 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 | 3 | 0 | 0 | 0 | 0 | 14 | 0 | 15 |
| Year 02 | 1 | 0 | 0 | 1 | 0 | 15 | 0 | 16 |
| Year 03 | 5 | 0 | 0 | 0 | 0 | 17 | 0 | 20 |
| Year 04 | 3 | 0 | 0 | 0 | 0 | 30 | 0 | 31 |
| Year 05 | 4 | 0 | 0 | 0 | 0 | 26 | 0 | 26 |
| Year 06 | 1 | 1 | 0 | 0 | 0 | 22 | 0 | 22 |
| Year 07 | 5 | 0 | 0 | 0 | 0 | 18 | 0 | 21 |
| Year 08 | 8 | 1 | 0 | 0 | 0 | 14 | 0 | 17 |
| Total | 30 | 2 | 0 | 1 | 0 | 156 | 0 | 168 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 0 | 0 | 0 | 0 | 14 | 0 | 15 |
| Age 06 | 1 | 0 | 0 | 1 | 0 | 15 | 0 | 16 |
| Age 07 | 5 | 0 | 0 | 0 | 0 | 18 | 0 | 21 |
| Age 08 | 3 | 0 | 0 | 0 | 0 | 31 | 0 | 32 |
| Age 09 | 4 | 0 | 0 | 0 | 0 | 24 | 0 | 24 |
| Age 10 | 1 | 1 | 0 | 0 | 0 | 22 | 0 | 22 |
| Age 11 | 5 | 0 | 0 | 0 | 0 | 16 | 0 | 19 |
| Age 12 | 6 | 0 | 0 | 0 | 0 | 14 | 0 | 16 |
| Age 13 | 2 | 1 | 0 | 0 | 0 | 2 | 0 | 3 |
| Total | 30 | 2 | 0 | 1 | 0 | 156 | 0 | 168 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
21.7%
| Colyton School | 21.7% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 24.8% |
|---|---|
| Male | 19.2% |
| Māori | 50.9% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | 0% |
| European/Pākehā | 23.3% |
| Total | 21.7% |
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
16.3%
| Colyton School | 16.3% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 38.7% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | 0% |
| European/Pākehā | 17.5% |
| Total | 16.3% |
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%
| Colyton School | 0% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| 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)
- 433
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1884
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 November 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (13 November 2023)
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 13 November 2023 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 153 — 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.
October 2017
105
Counted while ERO’s review team was at the school. Education Review Office, report of 20 December 2017
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 13 November 2023 — “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 14 months of the Education Review Office and Colyton 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
Colyton School is in a rural setting on the outskirts of Feilding. The school caters for students in years 1 to 8.
Colyton School’s strategic priorities for improving outcomes for learners are:
to encourage students and teachers to reach their potential, be confident and capable learners, be kind and secure individuals and contribute positively to the school community
to establish a strong, relevant, and robust curriculum based on best practices and innovation while reflecting the local environment
to prepare students for the future, equip them with necessary skills, reflect the local and cultural environment, and honour Te Tiriti o Waitangi through planning, teaching and learning.
You can find a copy of the school’s strategic and annual plan on Colyton School’s website.
ERO and the school are working together to evaluate how well delivery of the school’s localised curriculum achieves equitable and excellent outcomes for all learners.
The rationale for selecting this evaluation is:
leader’s analysis of achievement has identified an appropriate focus on building equitable and excellent outcomes for boys when compared to girls. The school has also identified strengthening culturally responsive practices aligned to their ongoing development of the localised curriculum. ERO and the school will work together to gather information over time and gain evaluative insights into the impact of the school’s deliberate actions on outcomes for boys and further development of the culturally responsive curriculum.
The school expects to see:
equity and excellence for students, accelerated progress for learners working toward curriculum expectations and a positive shift in boys achieving in writing, similar to girls
effective teaching and learning, reflecting shared strategies and new approaches, in the delivery of literacy and culturally responsive practices
meaningful stakeholder engagement that connects the rich resources and funds of knowledge of whānau , iwi and the community in design and delivery of the localised curriculum
highly effective teaching and learning matching the schools shared expectations of effective and culturally responsive curriculum practice.
Strengths
The school can draw from the following strengths to support its goal to strengthen equity and excellence for boys and strengthen culturally responsive curriculum delivery and practice for learners:
leaders, trustees, and staff pursue the vision, values, and goals of the school and their community to support equitable and excellent outcomes for learners
between 2021 and 2022 the school reported a positive trajectory in the achievement of boys in writing, showing most learners achieving curriculum expectations
teachers share practice and participate in professional learning and development (PLD) aligned to the schools’ key priorities
classroom environments are positive and productive, encouraging the purposeful engagement of students in learning.
Where to next?
Moving forward, the school will prioritise:
setting specific targets and documenting the deliberate actions the school will undertake to achieve equity and excellence
engaging in partnership with key stakeholders to build on the resources of the local community to inform ongoing development of the localised curriculum
continued participation of school personnel in PLD aligned to the schools’ curriculum priorities, inclusive of culturally responsive practice
gathering information, at points in time, using progress data, observation of practice and stakeholder voice to inform evaluation insights into the impact of curriculum developments.
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
13 November 2023
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).