Fraser Crescent School
Contributing · State
- Year levels
- 1–6
- Total roll
- 291
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 16 Redwood Street, Elderslea, Upper Hutt
- Territorial authority
- Upper Hutt City
- Phone
- 04-5285412
- office@frasercres.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 202
- Māori
- 105
- Pacific
- 44
- Asian
- 33
- MELAA
- 9
- Other
- 7
- 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 | 6 | 2 | 0 | 40 | 0 | 53 |
| Year 02 | 20 | 5 | 6 | 1 | 0 | 34 | 0 | 43 |
| Year 03 | 18 | 4 | 4 | 2 | 2 | 26 | 0 | 41 |
| Year 04 | 11 | 5 | 4 | 1 | 4 | 32 | 0 | 42 |
| Year 05 | 20 | 9 | 4 | 3 | 1 | 46 | 0 | 59 |
| Year 06 | 18 | 1 | 6 | 2 | 1 | 26 | 0 | 38 |
| Year 07 | 0 | 0 | 1 | 0 | 0 | 2 | 0 | 3 |
| Total | 105 | 31 | 31 | 11 | 8 | 206 | 0 | 279 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 13 | 6 | 4 | 2 | 0 | 33 | 0 | 43 |
| Age 06 | 22 | 5 | 7 | 1 | 0 | 40 | 0 | 50 |
| Age 07 | 20 | 5 | 5 | 2 | 2 | 26 | 0 | 43 |
| Age 08 | 11 | 5 | 4 | 1 | 3 | 32 | 0 | 41 |
| Age 09 | 18 | 9 | 3 | 3 | 1 | 44 | 0 | 56 |
| Age 10 | 20 | 1 | 7 | 2 | 2 | 29 | 0 | 42 |
| Age 11 | 1 | 0 | 1 | 0 | 0 | 2 | 0 | 4 |
| Total | 105 | 31 | 31 | 11 | 8 | 206 | 0 | 279 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
32.5%
| Fraser Crescent School | 32.5% |
|---|---|
| Wellington Region | 24.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 23.8% |
|---|---|
| Male | 39.8% |
| Māori | 29.4% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 45.6% |
| Total | 32.5% |
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%
| Fraser Crescent 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%
| Fraser Crescent 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)
- 463
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 31 January 1956
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
- 9 December 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (9 December 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 9 December 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.
What ERO wrote in its latest report
This is ERO’s report of 20 March 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 15 months of the Education Review Office and Fraser Crescent 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
Fraser Crescent School, located in Upper Hutt, provides education for students in Years 0 to 6.
Fraser Crescent School’s strategic priorities for improving outcomes for learners are:
creating a collaborative, supportive, innovative and risk-taking culture with all learners
enhancing bicultural environments to maximise opportunities for all
connecting students to a rich, localised curriculum which caters to the needs, passions and talents of their diverse learners.
You can find a copy of the school’s strategic and annual plan on Fraser Crescent School’s website.
ERO and the school are working together to evaluate which interventions are most effective in supporting children to achieve.
The rationale for selecting this evaluation is to consider how well students who are receiving interventions are achieving in reading, and to what extent improved learning outcomes are connected to the interventions and activities being provided for diverse learners.
The school expects to see:
changes to student outcomes being tracked and effective inputs identified across groups of learners enhancing bicultural environments to maximise opportunities for all
clear tracking of outcomes related to specific interventions being identified, collated, and discussed by staff
improvements in student wellbeing impacting positively on their achievement
children knowing themselves as learners, using their strengths and competencies purposefully to make a difference in their lives.
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate which interventions are most effective in supporting children to achieve:
leaders’ strong focus on identifying, monitoring and supporting the diverse needs of learners
positive relationships with students and whānau that support learning
a schoolwide focus on improving the wellbeing of learners
values that are well understood and enacted.
Where to next?
Moving forward, the school will prioritise:
raising student achievement in literacy and mathematics
identification of effective strategies that support achievement and wellbeing
shared staff understanding and use of effective evaluation.
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.
Kathy Lye Acting Director Review and Improvement (Southern) Southern Region | Te Tai Tini
20 March 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 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).