Fenwick School
Contributing · State
- Year levels
- 1–6
- Total roll
- 281
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 25A Arun Street, South Hill, Oamaru
- Territorial authority
- Waitaki District
- Phone
- 03-4348209
- office@fenwick.school.nz
- Website
- http://www.fenwick.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
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.
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Netball
Netball runs through Term 2 and into the start of Term 3.
- Miniball
Miniball runs through Term 2 and into the start of Term 3.
- Hockey
Hockey runs during Term 2 and into the start of Term 3.
- Touch
Touch runs during Term 1 and Term 4.
- Netball
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 235
- Māori
- 62
- Pacific
- 22
- Asian
- 15
- MELAA
- 4
- 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 | 8 | 2 | 5 | 0 | 0 | 28 | 0 | 35 |
| Year 02 | 8 | 8 | 3 | 0 | 0 | 26 | 0 | 38 |
| Year 03 | 10 | 3 | 5 | 2 | 0 | 44 | 0 | 55 |
| Year 04 | 11 | 6 | 5 | 0 | 0 | 39 | 0 | 48 |
| Year 05 | 7 | 5 | 1 | 1 | 0 | 43 | 0 | 48 |
| Year 06 | 9 | 4 | 5 | 1 | 1 | 39 | 0 | 50 |
| Year 07 | 1 | 1 | 2 | 0 | 0 | 10 | 0 | 13 |
| Total | 54 | 29 | 26 | 4 | 1 | 229 | 0 | 287 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 8 | 1 | 5 | 0 | 0 | 26 | 0 | 32 |
| Age 06 | 7 | 7 | 3 | 0 | 0 | 24 | 0 | 35 |
| Age 07 | 11 | 5 | 4 | 2 | 0 | 48 | 0 | 60 |
| Age 08 | 10 | 6 | 6 | 0 | 0 | 37 | 0 | 47 |
| Age 09 | 5 | 5 | 1 | 1 | 0 | 42 | 0 | 47 |
| Age 10 | 12 | 4 | 5 | 1 | 1 | 40 | 0 | 51 |
| Age 11 | 1 | 1 | 2 | 0 | 0 | 11 | 0 | 14 |
| Age 12 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 54 | 29 | 26 | 4 | 1 | 229 | 0 | 287 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
100.8%
| Fenwick School | 100.8% |
|---|---|
| Otago Region | 36.8% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 19.1% |
|---|---|
| Male | 165.3% |
| Māori | 183.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 84.4% |
| Total | 100.8% |
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%
| Fenwick 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%
| Fenwick 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)
- 465
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 3 February 1964
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
- 10 October 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (20 October 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 20 October 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 10 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for students in Years 1 to 6
- Years 1 to 6
What ERO wrote in its latest report
This is ERO’s report of 10 October 2025 — “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
Fenwick School provides education for students in Years 1 to 6. It is located on the South Hill of Oamaru . The school has a roll of 298 students, of whom 79% identify as NZ European | Pākeha , 19% as Māori and 8% as Pacific. The school’s vision is to enable all students to achieve their potential through the best possible educational opportunities.
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
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.
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 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 Years 0 to 8
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 becoming more equitable for all groups of learners.
Mathematics A large majority of 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.
A large majority of student 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 not yet 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 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 targets and is making progress towards meeting Government writing and mathematics targets 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
Students describe the school as friendly and caring, with calm, settled classrooms and responsive teaching that helps them make good progress.
Students benefit from consistent, clear teaching in mathematics and reading. Teachers work well together to share and strengthen evidence-based practices. They use a range of learning information to understand students’ needs and adjust their teaching accordingly.
School leaders set high expectations for quality teaching and equitable, excellent outcomes. They coordinate and review the curriculum and teaching effectively.
Strong systems and processes support smooth operations, a positive school culture, and ongoing improvement.
Key priorities
Develop and implement consistent, well-sequenced teaching of writing.
Embed consistent teaching practices across the school’s mathematics programme.
Evaluate how structured teaching and learning programmes are impacting student progress and achievement in reading, writing, and mathematics.
Continue to strengthen how the curriculum and teaching reflect and affirm students’ cultural identities and languages.
Actions to bring about improvement
Within six months:
leaders extend current practices to sustain consistent high-quality teaching of literacy to support the teaching of mathematics
leaders and teachers research and develop planning and guidance for the structured teaching of writing
leaders extend the analysis of learning information to know how well teaching is supporting students to sustain or improve their rate of progress
leaders develop goals and planning to support teaching and learning that responds to students’ cultures and identities
Every six months:
leaders review evidence of consistent structured teaching of reading, writing and mathematics and use this to inform planning for future professional development for teachers
leaders and teachers analyse learning information to know how well all students are progressing and achieving and how effectively targeted interventions are addressing barriers to learning
leaders and teachers check how well teaching approaches meets school goals for reflecting students’ cultures and identities, using feedback from students and the community
Annually:
leaders report to the school Board on progress in implementing consistent, structured teaching of reading, writing and mathematics and professional learning needs for the coming year
the school Board reviews student achievement and progress and use this identify achievement and improvement goals.
Expected outcomes
Students make sustained progress and achieve at expected curriculum levels in reading, writing and mathematics throughout their time at school.
Students experience curriculum and teaching that affirms and fosters their sense of belonging and pride in their identities.
Teachers confidently deliver consistent and explicit teaching of reading, writing and mathematics.
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
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
10 October 2025
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).