Crawshaw School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 294
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Crawshaw Drive, Nawton, Hamilton
- Territorial authority
- Hamilton City
- Phone
- 07-8491565
- principal@crawshaw.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hamilton · schools in Waikato
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
Uniforms are compulsory from 2021 and can be purchased from The Brand Makers.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 101
- Māori
- 196
- Pacific
- 49
- Asian
- 36
- MELAA
- 11
- Other
- 4
- 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 | 16 | 7 | 7 | 0 | 1 | 6 | 0 | 28 |
| Year 02 | 35 | 8 | 4 | 3 | 0 | 15 | 0 | 49 |
| Year 03 | 24 | 8 | 4 | 1 | 2 | 19 | 0 | 42 |
| Year 04 | 19 | 7 | 5 | 2 | 1 | 8 | 0 | 32 |
| Year 05 | 24 | 11 | 7 | 6 | 0 | 14 | 0 | 50 |
| Year 06 | 21 | 3 | 3 | 0 | 1 | 17 | 0 | 37 |
| Year 07 | 25 | 6 | 2 | 1 | 0 | 15 | 0 | 36 |
| Year 08 | 22 | 7 | 5 | 3 | 0 | 6 | 0 | 37 |
| Total | 186 | 57 | 37 | 16 | 5 | 100 | 0 | 311 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 11 | 7 | 6 | 0 | 0 | 5 | 0 | 21 |
| Age 06 | 32 | 4 | 4 | 2 | 0 | 13 | 0 | 44 |
| Age 07 | 25 | 8 | 4 | 1 | 3 | 17 | 0 | 41 |
| Age 08 | 23 | 9 | 5 | 2 | 1 | 11 | 0 | 38 |
| Age 09 | 25 | 12 | 8 | 6 | 0 | 16 | 0 | 53 |
| Age 10 | 20 | 4 | 3 | 1 | 1 | 14 | 0 | 36 |
| Age 11 | 23 | 4 | 2 | 1 | 0 | 17 | 0 | 36 |
| Age 12 | 23 | 7 | 3 | 3 | 0 | 6 | 0 | 35 |
| Age 13 | 4 | 2 | 2 | 0 | 0 | 1 | 0 | 7 |
| Total | 186 | 57 | 37 | 16 | 5 | 100 | 0 | 311 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
151.8%
| Crawshaw School | 151.8% |
|---|---|
| Waikato Region | 53.9% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 94.4% |
|---|---|
| Male | 199.2% |
| Māori | 194.3% |
| Pacific | 165.6% |
| Asian | 0% |
| Other | 68.3% |
| European/Pākehā | 195.8% |
| Total | 151.8% |
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%
| Crawshaw School | 0% |
|---|---|
| Waikato Region | 6.6% |
| 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%
| Crawshaw School | 0% |
|---|---|
| Waikato Region | 2.4% |
| 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)
- 536
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 1 February 1988
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
- 16 February 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (9 February 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 9 February 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.
What ERO wrote in its latest report
This is ERO’s report of 16 February 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 twelve months of the Education Review Office and Crawshaw 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
Crawshaw School is a full primary school located in the Hamilton suburb of Nawton, catering for students in Years 1 to 8.
The school’s vision ‘Give them wings so they may fly’ is underpinned by the values of be respectful, be responsible and be a learner. Together the vision and values promote the valued outcomes for learners to be successful.
Since the 2018 ERO report, there has been significant change to school leadership and staff. The present principal was appointed in Term 4, 2022.
Ngāti Maahanga are recognised as mana whenua . The school is a member of the He Waka Eke Noa Kāhui Ako .
Crawshaw School’s strategic priorities for improving outcomes for learners are:
consistent, equitable and excellence for all, particularly for Māori , Pacific and students with diverse needs
building and sustaining leadership and teacher capability to increase equity of learning outcomes
engaging with whānau and the community.
You can find a copy of the school’s strategic and annual plan on Crawshaw School’s website.
ERO and the school are working together to evaluate to what extent leadership and teacher practice is progressing and accelerating equity of learning and wellbeing outcomes for all learners.
The rationale for selecting this evaluation is:
learner achievement and progress are not yet equitable and excellent
leaders have identified the need to strengthen teaching strategies, practices and use of assessment
that equitable access to learning opportunities needs strengthening.
The school expects to see:
accelerated learning outcomes for all students
improved and sustained consistency in effective teaching practice
all learners being well supported to achieve success.
Strengths
The school can draw from the following strengths to support the goal of to what extent is teacher practice progressing equity of learning and wellbeing outcomes for all learners:
leadership is establishing a clear improvement agenda for teaching and learning
school-wide professional development has a focus on raising achievement
strengthening community partnerships to value relationships and engagement.
Where to next?
Moving forward, the school will prioritise:
strengthening systems to monitor and track learner achievement and progress
consistent use of agreed assessment tools across the school
using assessment information to better respond to learner needs
engaging whānau as partners in their children’s learning.
ERO has concerns about
Learners' progress and achievement needs to significantly improve.
The consistency of effective teaching practices schoolwide.
Recommendation
ERO recommends that Te Mahau | Ministry of Education appointed Limited Statutory Manager continues to support the board in its improvement journey to improve learner outcomes. This includes developing more robust school systems, processes and practices for managing compliance.
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
9 February 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 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).