Cromwell Primary School
Contributing · State
- Year levels
- 1–6
- Total roll
- 407
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Molyneux Avenue, Cromwell
- Territorial authority
- Central Otago District
- Phone
- 03-4450264
- admin@cromprimary.school.nz
- Directions
- Get directions
Other schools nearby: schools in Otago
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
- 329
- Māori
- 57
- Pacific
- 18
- Asian
- 44
- MELAA
- 26
- 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 | 9 | 1 | 12 | 3 | 0 | 60 | 0 | 73 |
| Year 02 | 7 | 1 | 13 | 3 | 1 | 49 | 0 | 63 |
| Year 03 | 12 | 5 | 5 | 2 | 0 | 52 | 0 | 63 |
| Year 04 | 6 | 5 | 4 | 3 | 0 | 48 | 0 | 59 |
| Year 05 | 15 | 1 | 2 | 4 | 2 | 53 | 0 | 62 |
| Year 06 | 5 | 2 | 4 | 1 | 0 | 50 | 0 | 58 |
| Year 07 | 5 | 2 | 0 | 0 | 0 | 14 | 0 | 15 |
| Total | 59 | 17 | 40 | 16 | 3 | 326 | 0 | 393 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 9 | 1 | 11 | 3 | 0 | 56 | 0 | 68 |
| Age 06 | 6 | 1 | 9 | 2 | 0 | 49 | 0 | 60 |
| Age 07 | 12 | 3 | 9 | 2 | 1 | 51 | 0 | 63 |
| Age 08 | 7 | 7 | 3 | 2 | 0 | 51 | 0 | 61 |
| Age 09 | 14 | 1 | 4 | 5 | 2 | 53 | 0 | 64 |
| Age 10 | 6 | 1 | 3 | 2 | 0 | 50 | 0 | 58 |
| Age 11 | 5 | 3 | 1 | 0 | 0 | 16 | 0 | 19 |
| Total | 59 | 17 | 40 | 16 | 3 | 326 | 0 | 393 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
19.4%
| Cromwell Primary School | 19.4% |
|---|---|
| Otago Region | 36.8% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 40.8% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 294.1% |
| European/Pākehā | 7.9% |
| Total | 19.4% |
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%
| Cromwell Primary School | 0% |
|---|---|
| Otago Region | 4.6% |
| 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%
| Cromwell Primary School | 0% |
|---|---|
| Otago Region | 2% |
| 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)
- 426
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1865
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
- 5
- Last reviewed
- 14 February 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (14 February 2025)
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 14 February 2025 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 407 — 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 2015
239
Counted while ERO’s review team was at the school. Education Review Office, report of 17 November 2015
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 14 February 2025 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
Cromwell Primary School is a contributing school located in the township of Cromwell in the Central Otago area. In 2022, a new principal and leadership team were appointed. The school’s values are c ourage – manawanui, contribution – kaitiakitanga and curiosity – akoranga.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the previous ERO report in October 2022, ERO and the school worked together to evaluate how well a consistent and developmentally appropriate literacy program was delivered across the school. This evaluation included the extent to which the changed literacy program had improved learning outcomes for all students.
Expected Improvements and Findings
The school expected to see:
Review and assessment of existing and new practices, impact analysis and ongoing monitoring of the improvement actions.
Assessment tools are standardised, and rigorous moderation processes provide clear insights into assessment and next steps.
Ongoing monitoring and data review allows the school to purposefully refine their practices and support continuous improvement in teaching and student outcomes.
Leaders and teachers consistently conduct thorough achievement data analysis to identify target groups in need of support; professional development is well considered to support all staff to increasingly address the needs of these students.
Evaluation of the impact of leaders, teachers and learning assistants on enhancing students’ learning, progress and achievement in literacy.
Data analysis shows a significant improvement in student literacy outcomes, driven by the implementation of structured literacy programmes.
Regular reviews of data, along with targeted professional learning and development sessions and structured literacy teaching goals continue to drive ongoing improvements in teaching practices and student progress.
Consistent implementation of literacy programs across the school.
Leaders have selected approved Structured Literacy tools that best fit the school and investigated and reviewed past tools to ensure consistency.
Leaders, teachers, and learning assistants across all levels of the school are upskilled to ensure consistent support for literacy achievement.
Other Findings
The greatest shift that occurred in response to the school’s action was the significant improvement in learner outcomes through enhanced consistency in teacher practice both within and across teams. Teaching and learning practices are effectively aligned with the strategic goals, ensuring a cohesive approach across the school.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for learners are increasingly equitable and excellent.
Most learners achieve at or above curriculum levels in mathematics and a large majority of students achieve at or above in reading and writing; there is equitable levels of achievement for Māori students.
Disparity in boys' achievement in writing has been identified; the school is increasingly responding to this trend.
A small majority of students attend school regularly; the school is yet to meet the Ministry of Education 2024 target and is developing strategies to lift attendance.
Conditions to support learner success
Leadership works collaboratively to improve outcomes for learners.
Leaders analyse and systematically monitor schoolwide progress and achievement information; learners at risk of underachievement are identified and their needs are responded to.
Professional learning for teachers links with strategic goals to strengthen teaching practice that improves outcomes for learners.
Leaders and trustees use evidence well to determine relevant strategic and annual goals designed to promote continuous improvement for their learners.
Evidence-based teaching strategies and practices are used well to provide engaging learning opportunities.
Teachers increasingly use appropriate and good quality assessment information to plan for and adapt teaching practice to respond to learner strengths and needs.
Teachers and leaders know students well and implement learning programmes deliberately aligned to individual student needs and interests; this strengthens engagement in learning.
Leaders, at all levels, ensure the design and delivery of a well-coordinated curriculum and consistent teaching in all classes to support success for all.
Key organisational conditions are well established to support improved outcomes for learners.
The board, leaders and teachers value parents and whānau as partners in their child’s learning and provide a well considered range of ways to keep them informed about engagement, learning and achievement.
Leaders and teachers work collaboratively with educational providers to strengthen, grow and develop high-quality teaching practices to continually improve outcomes for learners.
The board effectively supports and targets resourcing for improving learners’ wellbeing and learning progress.
Part C: Where to next?
The agreed next steps for the school are to:
focus on the coherent implementation of the modified curriculum across all classrooms, ensuring it aligns with the values of the school
identify and address target learners by implementing a strategic and aligned approach that responds to children with learning and behavioural needs, including students who achieve beyond their expected level
enhance school planning and review by aligning strategic plans with curriculum goals and ensure effective review and documentation that tracks progress and informs future actions
engage with the school community to develop strategies to increase rates of student attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
monitor, evaluate and analyse progress achievement in reading, writing and mathematics to inform planning
review strategies in place for increasing regular attendance and adapt plans accordingly
leaders continue to gather and respond to student, staff and whānau feedback to inform school improvement
Annually:
monitor and evaluate the progress and changes to teaching as a result of professional learning and use this to prioritise future actions to embed effective practice
leaders provide evaluative reports to the board on student attendance, engagement and achievement, as well as on the impact on students of curriculum developments to inform strategic planning
evaluate the impact the modified curriculum has had on improving outcomes for learners and adjust as required.
Actions taken against these next steps are expected to result in:
sustained and improved excellent and equitable outcomes for all learners
high levels of data literacy across the staff and evidence-informed practices leading to accelerated progress for those most at risk of underachievement
increased regular attendance.
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
14 February 2025
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 5 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).