Foxton School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 86
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Park Street, Foxton
- Territorial authority
- Horowhenua District
- Phone
- 06-3638269
- office@foxton.school.nz
- Website
- http://www.foxton.school.nz/
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
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, 2026: Mon 2 February - Thurs 2 April
Mon 2 February - Thurs 2 April
Year stated asTerm Dates 2026
- Term 2, 2026: Monday 20 April - Friday 3 July
Monday 20 April - Friday 3 July
Year stated asTerm Dates 2026
- Term 3, 2026: Monday 20 July - Friday 25 Sep
Monday 20 July - Friday 25 Sep
Year stated asTerm Dates 2026
- Term 4, 2026: Monday 12 October - Wed 16 Dec
Monday 12 October - Wed 16 Dec
Year stated asTerm Dates 2026
- Term 1, 2026: Mon 2 February - Thurs 2 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
- He Kura Ate-Raukawa embodies our vision of providing high-quality bilingual education in a supportive and inclusive environment. Just as the harakeke flourishes in the fertile soil of Te Awahou, our students thrive in an environment that nurtures their growth, resilience, and cultural identity.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 22
- Māori
- 75
- Pacific
- 10
- Asian
- 3
- MELAA
- 0
- 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 | 11 | 0 | 0 | 0 | 0 | 4 | 0 | 13 |
| Year 02 | 7 | 0 | 1 | 0 | 0 | 3 | 0 | 11 |
| Year 03 | 8 | 1 | 0 | 0 | 0 | 2 | 0 | 10 |
| Year 04 | 13 | 2 | 0 | 0 | 0 | 2 | 0 | 15 |
| Year 05 | 8 | 1 | 0 | 0 | 0 | 1 | 0 | 8 |
| Year 06 | 13 | 1 | 0 | 0 | 0 | 2 | 0 | 14 |
| Year 07 | 8 | 0 | 1 | 0 | 0 | 2 | 0 | 10 |
| Year 08 | 8 | 0 | 0 | 0 | 0 | 1 | 0 | 8 |
| Total | 76 | 5 | 2 | 0 | 0 | 17 | 0 | 89 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 9 | 0 | 0 | 0 | 0 | 2 | 0 | 11 |
| Age 06 | 7 | 0 | 1 | 0 | 0 | 3 | 0 | 11 |
| Age 07 | 9 | 1 | 0 | 0 | 0 | 4 | 0 | 11 |
| Age 08 | 14 | 2 | 0 | 0 | 0 | 2 | 0 | 16 |
| Age 09 | 8 | 1 | 0 | 0 | 0 | 1 | 0 | 8 |
| Age 10 | 13 | 1 | 0 | 0 | 0 | 2 | 0 | 14 |
| Age 11 | 9 | 0 | 1 | 0 | 0 | 2 | 0 | 11 |
| Age 12 | 7 | 0 | 0 | 0 | 0 | 1 | 0 | 7 |
| Total | 76 | 5 | 2 | 0 | 0 | 17 | 0 | 89 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Foxton School | 0% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| 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%
| Foxton School | 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 | Not available (source marker: "nd") |
| 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%
| Foxton School | 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 | Not available (source marker: "nd") |
| 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)
- 547
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Small urban area
- Date opened
- 25 January 1859
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
- 25 January 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (25 January 2023)
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 25 January 2023 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 86 — 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.
February 2017
81
Counted while ERO’s review team was at the school. Education Review Office, report of 7 July 2017
May 2014
71
Counted while ERO’s review team was at the school. Education Review Office, report of 14 August 2014
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 25 January 2023 — “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 within six months of the Education Review Office and Foxton School working in Te 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
Foxton School is located in the Horowhenua region and sits within the boundaries of Ngāti Raukawa Te Au ki te Tonga . It provides full Māori immersion and partial-immersion education for learners in Years 1 to 8. School leaders and staff prioritise working in partnership with mana whenua and the wider community to deliver on their aspirations of creating confident, self-motivated, engaged learners and citizens.
Foxton School’s strategic priorities for improving outcomes for learners are:
that the needs of every learner are identified, and every learner is supported and motivated to achieve success in literacy, numeracy, te reo Māori and across all other curriculum areas so that they achieve curriculum expectations or beyond, and realise their own unique potential
to facilitate and support strong and effective relationships between tamariki , staff, parents, whānau , board of trustees, iwi and community, which will enable the children and whānau to become active members of the community
to ensure the growth and development of languages/ te reo me ōna tikanga within the school and the wider community.
You can find a copy of the school’s strategic and annual plan on Foxton School’s website.
ERO and the school are working together to evaluate the extent to which assessment and planning effectively identify and respond to the learning needs of all learners.
The rationale for selecting this evaluation is to:
strengthen staff capability to engage in teaching and learning practices that ensure equitable and excellent outcomes for all learners
provide the conditions where students are able to be agentic learners.
The school expects to see consistent and effective use of school-wide learning progressions that are responsive to the needs of all learners, resulting in improved rates of progress and higher levels of achievement.
Strengths
The school can draw from the following strengths to support its goal of achieving equitable and excellent outcomes for all learners.
The school is highly committed to realising the aspirations of whānau, hapū and iwi through programmes that enhance student knowledge of the language, culture and identity of Ngāti Raukawa .
Ongoing capability building, inclusive of equity for Māori learners, is consistently enhancing teacher practice.
In its role, the board is actively representing and serving the school and community.
Leadership prioritises culturally-responsive teaching expectations that are clear, shared, well-implemented and focused on continuous improvement of practice to support all learners.
Where to next?
Moving forward, the school will prioritise strengthening:
consistency in school-wide assessment and moderation practices
the use of assessment information to inform planning that is designed to meet the needs of each learner
tracking and monitoring of learner progress, particularly those at risk of underachieving.
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.
Phil Cowie Director Review and Improvement Services (Central) Central Region | Te Tai Pūtahi Nui
25 January 2023
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).