Fairfield School (Levin)
Full Primary · State
- Year levels
- 1–8
- Total roll
- 387
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 89 Macarthur Street, Levin
- Territorial authority
- Horowhenua District
- Phone
- 06-3685513
- office@fairfieldlevin.school.nz
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
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
- 282
- Māori
- 144
- Pacific
- 37
- Asian
- 49
- MELAA
- 22
- Other
- 6
- 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 | 18 | 7 | 9 | 2 | 0 | 33 | 0 | 43 |
| Year 02 | 19 | 2 | 5 | 1 | 0 | 40 | 0 | 46 |
| Year 03 | 10 | 3 | 3 | 1 | 2 | 24 | 0 | 31 |
| Year 04 | 24 | 5 | 3 | 3 | 0 | 38 | 0 | 45 |
| Year 05 | 17 | 2 | 4 | 2 | 1 | 36 | 0 | 48 |
| Year 06 | 14 | 7 | 9 | 2 | 1 | 37 | 0 | 52 |
| Year 07 | 26 | 6 | 8 | 5 | 1 | 42 | 0 | 61 |
| Year 08 | 19 | 7 | 9 | 2 | 3 | 41 | 0 | 57 |
| Total | 147 | 39 | 50 | 18 | 8 | 291 | 0 | 383 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 18 | 7 | 8 | 2 | 0 | 33 | 0 | 42 |
| Age 06 | 19 | 2 | 5 | 1 | 0 | 39 | 0 | 45 |
| Age 07 | 10 | 3 | 4 | 1 | 2 | 24 | 0 | 32 |
| Age 08 | 23 | 5 | 3 | 3 | 0 | 38 | 0 | 45 |
| Age 09 | 18 | 2 | 4 | 2 | 1 | 35 | 0 | 47 |
| Age 10 | 15 | 7 | 9 | 2 | 0 | 39 | 0 | 54 |
| Age 11 | 21 | 6 | 5 | 3 | 2 | 32 | 0 | 47 |
| Age 12 | 21 | 6 | 12 | 4 | 3 | 47 | 0 | 66 |
| Age 13 | 2 | 1 | 0 | 0 | 0 | 4 | 0 | 5 |
| Total | 147 | 39 | 50 | 18 | 8 | 291 | 0 | 383 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
29.3%
| Fairfield School (Levin) | 29.3% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 7.4% |
|---|---|
| Male | 50.6% |
| Māori | 49.5% |
| Pacific | 42% |
| Asian | 0% |
| Other | 57.8% |
| European/Pākehā | 24.6% |
| Total | 29.3% |
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%
| Fairfield School (Levin) | 0% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| 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%
| Fairfield School (Levin) | 0% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| 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)
- 474
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 25 January 1963
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 September 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (19 September 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 same report — the board assurance report of 19 September 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO and the board have identified the following areas of non-compliance during the board assurance process:
working towards offering students opportunities for learning second or subsequent languages (Years 7-10). [The New Zealand Curriculum]
The board has since addressed the area of non-compliance identified.
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 387 — 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 2019
506
Counted while ERO’s review team was at the school. Education Review Office, report of 4 February 2020
July 2016
420
Counted while ERO’s review team was at the school. Education Review Office, report of 26 October 2016
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 19 September 2024 — “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
Fairfield School (Levin) is a full primary school located in the north-east of Levin and provides education for learners in Years 1 to 8. The school’s values of Mana Motuhake (respect for self), Manaakitanga (respect for others) and Kaitiakitanga (respect for the environment) , underpins the school vision for teaching and learning practices that encourage and empower learners to be ‘open, self-directed and engaged lifelong learners .’
There are two parts to this report.
Part A: 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 B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
The school is working towards equitable and excellent outcomes for all learners.
Most students achieve at or above curriculum expectations in reading, and a large majority of students in writing and mathematics.
Improving equity for groups of learners, particularly for Māori and Pacific learners, remains a school priority.
Students with additional learning needs have an inclusive, supportive learning environment and they progress well in relation to individual goals.
The majority of learners attend school regularly, but the school has yet to meet the Ministry of Education target; leaders and teachers closely monitor and support whānau to improve the attendance rates for all learners.
Conditions to support learner success
Strategic leadership sets and pursues improvement-focused goals and targets to improve the outcomes for learners.
Strategic planning and improvement goals are student-outcome focused with clear measures for success in reading, writing and mathematics.
Students at risk of not achieving are clearly identified in a timely manner, interventions put in place and progress monitored and reported.
Leaders effectively collaborate with staff to evaluate student progress and outcomes and take required action.
Teaching practice is increasingly intentional and responsive to learner needs.
Learners benefit from consistent and targeted teaching practices that improves progress and achievement in reading, writing and mathematics.
Staff know students well and work together to provide purposeful, well-paced learning.
Teachers have comprehensive systems to track and monitor learner progress; planning and teaching is responsive to the needs of learners.
Systematic and well aligned practices support a planned, collaborative approach to improvement and learner success.
Leaders act on evidence gathered through evaluation to make improvements, including regular monitoring and reporting of student attendance, progress and achievement to the board.
Staff seek and engage in ongoing, targeted professional development to improve outcomes for learners.
The board, leaders and staff continue to strengthen partnerships with parents, whānau and mana whenua , to ensure their views guide ongoing development of local curriculum and strategic planning.
Part B: Where to next?
The agreed next steps for the school are to:
continue to improve positive achievement outcomes in reading, writing and mathematics, particularly for Māori and Pacific learners
further develop partnerships with parents, whānau and the wider community, using the skills they bring, to improve student learning, engagement and attendance
embed a curriculum that reflects the local environment and responds to the goals and aspirations of students, parents, whānau and mana whenua .
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
continue to analyse learner attendance, progress and achievement information to inform responsive teaching and learning practices
further strengthen communication and work with parents and whānau to help them understand the correlation between attendance and academic progress and achievement
build on current practice to strengthen engagement with parents and whānau and sustain active participation in the planning and decision-making of the school
Annually:
to inform school improvement, continue to review, analyse and report the impact of teaching and learning programmes on learner attendance, progress and achievement, particularly for Māori and Pacific learners
continue to collaborate, gather and review student, staff, whānau and mana whenua voices to assist with evaluating the extent of engagement and participation in learning
critically review and evaluate curriculum initiatives to ensure they promote learner identity and respond to the goals and aspirations of all stakeholders.
Actions taken against these next steps are expected to result in:
increasing equity in attendance, progress and achievement for all learners in reading, writing and mathematics, especially for Māori and Pacific learners
sustained levels of engagement with whānau and mana whenua and increased participation in the decision-making process of the school
an embedded localised curriculum that reflects the goals and aspirations of whānau and mana whenua .
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
Shelley Booysen Director of Schools
19 September 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).