Douglas Park School
Contributing · State
- Year levels
- 1–6
- Total roll
- 332
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 136 Cole Street, Masterton
- Territorial authority
- Masterton District
- Phone
- 06-3700189
- office@douglaspark.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.
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/1661
For in zone enrolment [please click here](https://enrolments.linc-ed.com/apply/NZ/1661).
- https://enrolments.linc-ed.com/apply/NZ/1661
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
- Welcome to Douglas Park School, where our vision is clear: Together, we nurture, explore, and create for a better future. With unwavering dedication, we inspire students to discover their full potential, embrace challenges, and become catalysts for positive change in our ever-evolving world.
- Our Core Beliefs: Creativity, Critical thinking, Collaboration, Agency
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 273
- Māori
- 127
- Pacific
- 20
- Asian
- 18
- MELAA
- 9
- 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 | 24 | 4 | 5 | 1 | 0 | 50 | 0 | 60 |
| Year 02 | 20 | 3 | 5 | 1 | 2 | 44 | 0 | 58 |
| Year 03 | 28 | 1 | 5 | 0 | 0 | 49 | 0 | 58 |
| Year 04 | 20 | 9 | 2 | 0 | 0 | 44 | 0 | 54 |
| Year 05 | 22 | 4 | 1 | 2 | 0 | 46 | 0 | 53 |
| Year 06 | 16 | 0 | 3 | 1 | 1 | 39 | 0 | 50 |
| Year 07 | 3 | 1 | 0 | 0 | 1 | 11 | 0 | 13 |
| Year 08 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 133 | 22 | 21 | 5 | 4 | 284 | 0 | 347 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 24 | 4 | 2 | 1 | 0 | 50 | 0 | 57 |
| Age 06 | 20 | 3 | 7 | 1 | 2 | 44 | 0 | 60 |
| Age 07 | 23 | 1 | 4 | 0 | 0 | 44 | 0 | 51 |
| Age 08 | 24 | 9 | 4 | 0 | 0 | 47 | 0 | 60 |
| Age 09 | 22 | 4 | 1 | 2 | 0 | 42 | 0 | 49 |
| Age 10 | 17 | 0 | 1 | 1 | 1 | 43 | 0 | 52 |
| Age 11 | 3 | 1 | 2 | 0 | 1 | 13 | 0 | 17 |
| Age 12 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 133 | 22 | 21 | 5 | 4 | 284 | 0 | 347 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Douglas Park 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%
| Douglas Park 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%
| Douglas Park 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)
- 479
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 31 December 2003
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
- 23 March 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (12 August 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 August 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 23 March 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 23 March 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
Douglas Park School provides education for learners in Years 1 to 6. There are 372 students currently at the school, 49% identify as New Zealand European/ Pākehā and 38% identify as Māori .
The school is guided by its ‘ PRIDE’ values: ‘ Peace, Respect, Independence, Dare to Dream, and Excellence’.
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 August 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school focused on developing a local curriculum to better engage students and support student progress and achievement. The school expected to see school leaders, board members, teachers, students and whānau actively engaging in learning the local stories and histories of the local Wairarapa area ( Wairarapatanga ). Teaching and learning would include identifying opportunities for students to demonstrate their understanding of local narratives and to apply their knowledge of te reo and tikanga Māori.
Findings
Teachers and leaders worked together to develop and maintain a shared understanding of Wairarapatanga . They explicitly teach Wairarapatanga lessons alongside school values, providing students a rich curriculum and a deeper understanding of local history. Long-term plans embed Wairarapatanga in learning contexts. The school collected baseline data, and evidence of progress is now visible in everyday practices such as karakia, waiata , and morning paepae.
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 excellent 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 rich opportunities to learn across the breadth and depth of the curriculum. There is a 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 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 becoming more equitable for all groups of learners.
Writing Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are becoming more 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 small majority of learners attend school regularly.
The school is behind the target of 80% regular attendance.
The school is developing a suitable plan 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 uses an appropriate approach and reliable practices to 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 has good quality planning to increase the rate of progress for all groups of students.
The school has to some extent 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 meeting Government reading, writing and mathematics targets set for 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
Leaders and staff create a positive, inclusive culture that fosters belonging and pride in achievement. They actively support wellbeing through responsive practices.
Students learn through a rich curriculum that uses local contexts, real-world experiences, and authentic opportunities to deepen understanding and promote engagement across learning areas.
Teachers know their learners and work together to deliver a consistent curriculum. They track and review progress regularly to keep improving learning outcomes.
The leadership team aligns planning, teaching, and professional learning with the school vision. They strengthen teaching, celebrate success, and grow staff capability through targeted development.
Leaders and teachers form strong partnerships with individuals, organisations, and the community. These connections provide rich learning experiences, empower students, and encourage active participation to improve outcomes.
Key priorities
Improve attendance.
Continue professional learning to support implementation of the refreshed English and mathematics curriculum, including updated assessment practices.
Strengthen Douglas Park School Board capability and knowledge to better perform its stewardship function.
Actions to bring about improvement
Within three months:
the school Board adopts the attendance plan, and teachers and leaders implement it to improve regular attendance toward the Government target of 80%
the school Board seeks support to strengthen capability and governance knowledge to drive the strategic plan to improve outcomes for all learners
Every six months:
leaders and teachers monitor student attendance and review and adjust the attendance plan as necessary
leaders and teachers analyse mid-year data and report student progress and achievement to the Board
Annually:
leaders and the school Board review and evaluate the impact of the attendance plan to improve regular attendance
leaders and staff evaluate the impact of professional learning to improve student achievement and increase equity for groups of learners
the school Board evaluates the effectiveness of their governance and stewardship role to bring about improvement.
Expected outcomes
Increased regular student attendance.
Enhanced teacher capability and understanding of the refreshed curriculum and aligned assessments.
Strengthened governance to drive the school’s strategic plan and ongoing improvement.
Regulatory and legislative requirements
This section of the report is about how the school meets regulatory and legislative requirements.
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
Actions for compliance
The board and ERO has identified the following areas of non-compliance during the board assurance process:
ensure suitable human resource management practices are implemented, including: obtaining a Police vet before a person starts work at the school and, considering the information contained in the Police vet to assess whether the person would pose a risk to the safety of children if the person were to carry out work at the school. [Education and Training Amendment Act 2023, Children’s Act 2014]
The Douglas Park School Board has taken steps to address the areas of non-compliance identified.
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
23 March 2026
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).