Dalefield School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 75
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 440 Dalefield Road, Carterton
- Territorial authority
- Carterton District
- Phone
- 06-3797416
- office@dalefield.school.nz
- Directions
- Get directions
Other schools nearby: 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.
- Term dates
- Term 1, 2025: Monday 3 February – Friday 11 April
| Term 1 | Monday 3 February | Friday 11 April |
Year stated as2025 Term Dates
- Term 2, 2025: Monday 28 April – Friday 27 July
| Term 2 | Monday 28 April | Friday 27 July |
Year stated as2025 Term Dates
- Term 3, 2025: Monday 14 July – Friday 19 September
| Term 3 | Monday 14 July | Friday 19 September |
Year stated as2025 Term Dates
- Term 4, 2025: Monday 6 October – Tuesday 16 December
| Term 4 | Monday 6 October | Tuesday 16 December |
Year stated as2025 Term Dates
- Term 1, 2025: Monday 3 February – Friday 11 April
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
- A community where resilience, empathy, and curiosity shape every student's journey.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 65
- Māori
- 16
- Pacific
- 2
- Asian
- 4
- MELAA
- 1
- 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 | 0 | 1 | 0 | 0 | 7 | 0 | 7 |
| Year 02 | 4 | 0 | 0 | 2 | 0 | 9 | 0 | 10 |
| Year 03 | 3 | 1 | 0 | 0 | 0 | 8 | 0 | 8 |
| Year 04 | 10 | 0 | 1 | 0 | 0 | 14 | 0 | 17 |
| Year 05 | 5 | 0 | 0 | 0 | 0 | 11 | 0 | 11 |
| Year 06 | 4 | 1 | 2 | 1 | 0 | 7 | 0 | 11 |
| Year 07 | 3 | 0 | 0 | 0 | 0 | 7 | 0 | 7 |
| Year 08 | 2 | 1 | 0 | 1 | 0 | 11 | 0 | 12 |
| Total | 34 | 3 | 4 | 4 | 0 | 74 | 0 | 83 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 0 | 1 | 0 | 0 | 6 | 0 | 6 |
| Age 06 | 4 | 0 | 0 | 2 | 0 | 9 | 0 | 10 |
| Age 07 | 3 | 1 | 0 | 0 | 0 | 9 | 0 | 9 |
| Age 08 | 9 | 0 | 1 | 0 | 0 | 14 | 0 | 16 |
| Age 09 | 5 | 0 | 0 | 0 | 0 | 10 | 0 | 11 |
| Age 10 | 5 | 1 | 2 | 1 | 0 | 8 | 0 | 12 |
| Age 11 | 2 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Age 12 | 3 | 1 | 0 | 0 | 0 | 10 | 0 | 11 |
| Age 13 | 0 | 0 | 0 | 1 | 0 | 3 | 0 | 3 |
| Total | 34 | 3 | 4 | 4 | 0 | 74 | 0 | 83 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
35.7%
| Dalefield School | 35.7% |
|---|---|
| Wellington Region | 24.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 59.3% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 38.3% |
| Total | 35.7% |
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
0%
| Dalefield School | 0% |
|---|---|
| Wellington Region | 2.6% |
| 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%
| Dalefield School | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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)
- 463
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 31 March 1885
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
- 19 June 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (19 June 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 19 June 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.
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 75 — 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.
November 2017
52
Counted while ERO’s review team was at the school. Education Review Office, report of 21 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 19 June 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 with Education Review Office and Dalefield School working in T e 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
Dalefield School is a small rural school, situated to the southwest of Carterton. It provides education for students in Years 1 to 8.
Dalefield School ’s strategic priorities for improving outcomes for learners to:
experience a learning environment that supports all to experience success, embraces individuality and fosters collaboration
protect and promote the wellbeing of all
experience activities that focus on improving sustainability, the environment and positive relationships.
You can find a copy of the school’s strategic and annual plan on Dalefield School ’s website.
ERO and the school are working together to evaluate the impact of new literacy teaching practices on student confidence and achievement in literacy.
The rationale for selecting this evaluation is a need to:
raise the engagement and achievement of students in reading and writing
identify and implement effective practices in the teaching of literacy at all class levels
develop an understanding of the impact of newly introduced structured literacy practices on student achievement in both reading and writing.
The school expects to see:
students engaged and enjoying writing
teachers using strategies proving to be the most effective in teaching reading and writing
a rise in achievement and confidence in literacy across the school.
Strengths
The school can draw from the following strengths to support its goal to evaluate the impact of new teaching practices on student confidence and achievement in writing.
strong relationships that support a shared sense of belonging and support for one another
a localised curriculum that supports the development of the whole child and offers learning opportunities in a rural environment
teaching teams that demonstrate a willingness to engage in new and increasingly collaborative teaching practices.
Where to next?
Moving forward, the school will prioritise:
provide students with opportunities that grow their writing skills, confidence and a positive attitude to this subject
revising assessment practices in reading and writing
supporting staff to develop their understanding of the structured literacy approach to effective teaching in reading and writing.
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
19 June 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 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).