Crofton Downs Primary School
Contributing · State
- Year levels
- 1–6
- Total roll
- 158
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 21 Chartwell Drive, Crofton Downs, Wellington
- Territorial authority
- Wellington City
- Phone
- 04-4792429
- office@cdps.school.nz
- Website
- https://www.cdps.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.
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/2823
- [Click here](https://enrolments.linc-ed.com/apply/NZ/2823) to enrol online.
- https://enrolments.linc-ed.com/apply/NZ/2823
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 124
- Māori
- 15
- Pacific
- 3
- Asian
- 33
- MELAA
- 19
- 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 | 3 | 1 | 5 | 2 | 0 | 20 | 0 | 23 |
| Year 02 | 2 | 0 | 6 | 1 | 1 | 21 | 0 | 28 |
| Year 03 | 2 | 1 | 2 | 5 | 0 | 17 | 0 | 22 |
| Year 04 | 2 | 0 | 5 | 1 | 0 | 14 | 1 | 19 |
| Year 05 | 2 | 0 | 9 | 3 | 0 | 26 | 0 | 35 |
| Year 06 | 1 | 0 | 8 | 1 | 0 | 23 | 0 | 25 |
| Year 07 | 1 | 0 | 2 | 0 | 0 | 4 | 0 | 6 |
| Year 08 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 13 | 2 | 37 | 13 | 1 | 126 | 1 | 159 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 3 | 1 | 0 | 16 | 0 | 18 |
| Age 06 | 3 | 1 | 6 | 2 | 0 | 23 | 0 | 29 |
| Age 07 | 2 | 1 | 4 | 5 | 1 | 18 | 0 | 25 |
| Age 08 | 2 | 0 | 5 | 1 | 0 | 15 | 1 | 20 |
| Age 09 | 2 | 0 | 9 | 3 | 0 | 25 | 0 | 34 |
| Age 10 | 1 | 0 | 7 | 1 | 0 | 22 | 0 | 24 |
| Age 11 | 1 | 0 | 3 | 0 | 0 | 6 | 0 | 8 |
| Age 12 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 13 | 2 | 37 | 13 | 1 | 126 | 1 | 159 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Crofton Downs Primary 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%
| Crofton Downs Primary 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%
| Crofton Downs Primary 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)
- 357
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 2 February 1970
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
- 11 February 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (12 December 2022)
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 12 December 2022 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 this report states about the school
As stated in ERO’s report of 11 February 2026 — 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
What ERO wrote in its latest report
This is ERO’s report of 11 February 2026 — “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
Crofton Downs Primary School provides education for learners in Years 1 to 6. Of the 172 learners enrolled, 58% identify as New Zealand European/ Pākehā , 23% as Asian and 8% as Māori . The school’s values are Manaakitanga - kindness and care for people, Kaitiakitanga - guardianship and protection of the environment and Whanaungatanga - relationships and connectedness .
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
Improvement and progress
This section is about the progress the school has made since the December 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school evaluated how effectively programmes and interventions enhanced, contributed and strengthened learners’ sense of belonging, understanding of their learning and sustained achievement.
Findings
Students’ achievement is supported and accelerated through skilled, highly inclusive teaching practices. Interventions and targeted support programmes are continually evaluated to enable all learners to make sustained improvement.
Student’s confidence in their identity and sense of belonging has been enhanced through the weaving of te reo Māori and te ao Māori throughout learning programmes. Almost all Māori learners achieve well in reading, writing and mathematics. Proactive consultation with whānau continues to guide and shape this ongoing school improvement initiative.
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? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high 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 an increasingly consistent focus on supporting learners to gain skills in foundational 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 ongoing improvement to the quality of education for learners are well established.
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 1 to 6
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 64% 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 not yet equitable for all groups of learners.
Mathematics Almost all 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 is improving its approach and the reliability of its practices to accurately 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 is developing good quality planning to increase the rate of progress for all groups of students.
The school has significantly 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.
The school is making progress towards meeting Government reading, writing and mathematics targets and is likely to meet them by 2030.
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
Learners are supported to achieve well in reading, writing and mathematics.
The school provides a wide range of initiatives to support learners’ progress, wellbeing and sense of belonging.
Strategic explicit structured literacy and mathematics approaches and programmes are embedded.
A rich, inclusive school curriculum reflects the aspirations of whānau and enables all students to see themselves and their cultures in teaching and learning programmes.
Leaders and teachers work collaboratively to grow professional capability and have a shared understanding of quality teaching practice through staff inquiries and evaluation and schoolwide initiatives.
Regular attendance is improving due to targeted strategies in place.
Key priorities
Further strengthen explicit teaching and assessment of reading, writing and mathematics programmes to increase equitable outcomes for all learners.
Further extend strong learning partnerships with whānau and the school community.
Improve and sustain high rates of regular attendance.
Actions to bring about improvement
Within six months:
leaders report to the school Board on the ongoing impact of learning programmes and assessment designed to accelerate and improve equity of achievement
the Board and leaders work strategically together with whānau to develop initiatives designed to enrich learning relationships and partnerships between home and school
the Board and leaders continue to embed in-depth planning, monitoring and reporting to improve regular attendance
Every six months:
leaders review the impact of teachers’ professional practice through classroom observations and learners’ progress and achievement, and report planned next steps to the board
the Board and leaders review the impact of initiatives developed to strengthen learning partnerships with whānau and the wider school community
the Board and leaders review the impact of attendance planning on improving student attendance and make changes if needed to better target these strategies to sustain attendance levels
Annually:
leaders and the Board analyse and report on the impact of strengthened teacher practice on schoolwide achievement in literacy and mathematics before setting annual improvement targets
the Board, leaders and teachers with whānau evaluate the effectiveness of learning partnership initiatives and shape planning for next year
leaders, teachers and the Board analyse and report on the impact of attendance planning to set annual attendance priorities.
Expected outcomes
Consistent, high quality teaching programmes in reading, writing and mathematics that accelerates progress and increase equity in learner outcomes.
Strong learning-centred partnerships between the school, whānau and community promote and support learning, achievement and wellbeing.
Improved and sustained high rates of regular attendance.
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 Board has attested to meeting 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 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.
No international students were enrolled at the time of the ERO review.
The school undertakes regular self-reviews required under the Code of Practice 2021.
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
11 February 2026
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).