Hadlow Preparatory School
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 195
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 68 High Street, Masterton
- Territorial authority
- Masterton District
- Phone
- 06-3700008
- office@hadlow.school.nz
- Website
- http://www.hadlow.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
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.
- School day ends
- 3pm
The school day ends at 3pm.
- 3pm
- Uniform
Not stated on the school’s website.
- Getting there
- A bus service to and from school each day: the Featherston South Wairarapa charter bus, the Ministry of Education free bus, or the Tranzit bus that picks up and drops off at places throughout the Wairarapa
We offer a bus service that takes our students to and from school each day. Depending on where a child lives, they can catch the Featherston South Wairarapa charter bus, the Ministry of Education free bus that travels further afield or the Tranzit bus that picks up and drops off at places throughout the Wairarapa.
- A bus service to and from school each day: the Featherston South Wairarapa charter bus, the Ministry of Education free bus, or the Tranzit bus that picks up and drops off at places throughout the Wairarapa
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
- It goes without saying that most of us enjoy and respond positively to respect, friendliness and truthfulness. At Hadlow, our values extend beyond these things to a commitment to learning, a passion for teaching, innovation and inquiry, a structured day and having a curriculum that includes Christian worship.
- Special character
- Religious education is a fully-integrated part of the Hadlow curriculum. Students learn the Anglican faith and to be aware of the religions of others. We encourage all our students to treat each other with love, to pray, worship and engage with the Bible.
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
- soccer
We offer soccer, netball, cricket, rugby sevens, hockey and tennis (we are particularly strong in hockey and tennis).
- netball
We offer soccer, netball, cricket, rugby sevens, hockey and tennis (we are particularly strong in hockey and tennis).
- cricket
We offer soccer, netball, cricket, rugby sevens, hockey and tennis (we are particularly strong in hockey and tennis).
- rugby sevens
We offer soccer, netball, cricket, rugby sevens, hockey and tennis (we are particularly strong in hockey and tennis).
- hockey
We offer soccer, netball, cricket, rugby sevens, hockey and tennis (we are particularly strong in hockey and tennis).
- tennis
We offer soccer, netball, cricket, rugby sevens, hockey and tennis (we are particularly strong in hockey and tennis).
- whole-school athletics day
Every year we host a whole-school athletics day, school cross country and junior and senior swimming sports.
- school cross country
Every year we host a whole-school athletics day, school cross country and junior and senior swimming sports.
- junior and senior swimming sports
Every year we host a whole-school athletics day, school cross country and junior and senior swimming sports.
- private tennis coaching in the summer
There’s private tennis coaching in the summer.
- ski team
In winter, students can join the ski team and visit the slopes.
- softball
Hadlow has school teams entered in the local competitions for junior cricket, softball, T-ball, tennis, hockey, (6-a-side and 11-a-side), touch rugby, rippa-rugby, mini-ball and netball.
- T-ball
Hadlow has school teams entered in the local competitions for junior cricket, softball, T-ball, tennis, hockey, (6-a-side and 11-a-side), touch rugby, rippa-rugby, mini-ball and netball.
- touch rugby
Hadlow has school teams entered in the local competitions for junior cricket, softball, T-ball, tennis, hockey, (6-a-side and 11-a-side), touch rugby, rippa-rugby, mini-ball and netball.
- rippa-rugby
Hadlow has school teams entered in the local competitions for junior cricket, softball, T-ball, tennis, hockey, (6-a-side and 11-a-side), touch rugby, rippa-rugby, mini-ball and netball.
- mini-ball
Hadlow has school teams entered in the local competitions for junior cricket, softball, T-ball, tennis, hockey, (6-a-side and 11-a-side), touch rugby, rippa-rugby, mini-ball and netball.
- tennis ladder in term one and four
At Hadlow we have a tennis ladder in term one and four and a table tennis ladder in term 2 and 3.
- table tennis ladder in term 2 and 3
At Hadlow we have a tennis ladder in term one and four and a table tennis ladder in term 2 and 3.
- rock climbing
Hadlow students learn about their local environment through rock climbing, sailing and taking part in a wide range of community events
- sailing
Hadlow students learn about their local environment through rock climbing, sailing and taking part in a wide range of community events
- soccer
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 160
- Māori
- 17
- Pacific
- 2
- Asian
- 30
- MELAA
- 7
- 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 | 5 | 1 | 1 | 1 | 0 | 15 | 0 | 18 |
| Year 02 | 2 | 1 | 4 | 1 | 0 | 15 | 0 | 19 |
| Year 03 | 0 | 0 | 3 | 1 | 1 | 21 | 0 | 24 |
| Year 04 | 4 | 1 | 1 | 0 | 0 | 19 | 0 | 20 |
| Year 05 | 3 | 1 | 5 | 1 | 0 | 22 | 0 | 26 |
| Year 06 | 3 | 0 | 6 | 0 | 0 | 24 | 0 | 30 |
| Year 07 | 1 | 1 | 4 | 0 | 1 | 27 | 0 | 32 |
| Year 08 | 3 | 1 | 3 | 1 | 0 | 19 | 0 | 22 |
| Total | 21 | 6 | 27 | 5 | 2 | 162 | 0 | 191 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 1 | 1 | 1 | 0 | 15 | 0 | 18 |
| Age 06 | 2 | 1 | 4 | 1 | 0 | 15 | 0 | 19 |
| Age 07 | 0 | 0 | 3 | 1 | 1 | 21 | 0 | 24 |
| Age 08 | 4 | 1 | 1 | 0 | 0 | 19 | 0 | 20 |
| Age 09 | 3 | 1 | 5 | 1 | 0 | 22 | 0 | 26 |
| Age 10 | 3 | 0 | 6 | 0 | 0 | 24 | 0 | 30 |
| Age 11 | 1 | 1 | 4 | 0 | 1 | 20 | 0 | 25 |
| Age 12 | 2 | 1 | 2 | 1 | 0 | 24 | 0 | 25 |
| Age 13 | 1 | 0 | 1 | 0 | 0 | 2 | 0 | 4 |
| Total | 21 | 6 | 27 | 5 | 2 | 162 | 0 | 191 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Hadlow Preparatory School | 0% |
|---|---|
| Wellington Region | 24.7% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| 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%
| Hadlow Preparatory School | 0% |
|---|---|
| Wellington Region | 2.6% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| 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%
| Hadlow Preparatory School | 0% |
|---|---|
| Wellington Region | 0.9% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| 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)
- 386
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 25 January 1929
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 March 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (15 February 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 15 February 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.
What this report states about the school
As stated in ERO’s report of 9 March 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
primary school for learners in Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 9 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
Hadlow Preparatory School is a state integrated special character Anglican primary school for learners in Years 1 to 8. Of the 194 learners enrolled, 72% identify as New Zealand European/ Pākehā , 16% as Asian and 11% as Māori . The school’s values are Whakaute - Respect, Mahi Tahi - Teamwork, Manawaroa - Resilience, Auahatanga - Creativity, Atawhai - Kindness and Kawenga - Responsibility.
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 February 2023 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
ERO and the school have worked together to evaluate how well their developing and revised curriculum responds and reflects community aspirations and context, guides teaching and learning and shapes future strategic planning.
Findings
Extensive engagement and consultation by leadership with staff, whānau and community has resulted in the development of a strategic, cohesive, broad curriculum. This guiding document clearly expresses high expectations of effective teaching practice, learner achievement and wellbeing. The inclusion of local stories, history and context reflect whānau aspirations and the school’s Anglican special character.
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 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 Years 1 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 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 large majority of learners 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 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 significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has significantly extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
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
A rich, knowledge-based curriculum deliberately provides learners with choice, challenge and meaningful learning opportunities.
Well embedded structured literacy and mathematics teaching programmes build and extend students’ knowledge and ability to apply new learning in a range of contexts.
A wide range of initiatives are in place to support learner’s progress, wellbeing and sense of belonging.
Leaders support an inclusive, supportive culture fostered through a shared understanding of quality teaching practices and high expectations for learners and staff.
Targeted professional learning strengthens and builds consistency in high quality teacher practice and contributes to improved learner outcomes.
Key priorities
Strengthen the teaching of structured writing across the school to accelerate progress for all learners that require targeted support.
Reduce inequity of achievement for groups of learners through rigorous scrutiny of data and explicit instructional teaching and learning strategies.
Improve regular attendance.
Actions to bring about improvement
Within six months:
leaders report to the school Board on the ongoing impact of writing programmes on improving learning including the acceleration of achievement, the progress of learners receiving targeted support
the school Board and leaders further embed in-depth planning, monitoring and reporting to improve attendance
Every six months:
leaders review the impact of teachers’ professional practice in the teaching of structured writing through classroom observations, learners’ progress and achievement and report planned next steps to the board
leaders report to the board on the ongoing data review of progress made to increase and accelerate the progress and achievement of all learners
the board and leaders review the impact of attendance planning on improving student attendance and, if needed, make changes to better target these strategies to lift regular attendance to 80%
Annually:
leaders and the board analyse and report on the impact of strengthened teacher practice on schoolwide achievement in literacy and mathematics before setting annual improvement targets
leaders, teachers and the board analyse and report on the impact of attendance planning to set annual attendance priorities to reach the Government’s 80% regular attendance target.
Expected outcomes
Consistent, high quality teacher practice in reading, writing and mathematics that accelerates progress, achievement and increased equity in learner outcomes.
Students apply structured writing strategies, make accelerated progress and achieve well.
Sustained high rates of regular attendance.
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 area of non-compliance during the board assurance process:
ensure that a satisfactory safety checking process occurs for persons employed by the board, including records of identity confirmation, police vetting and a record of a completed risk assessment [Sections 25, 26 and 27 of the Children’s Act 2014: Safety checks of children’s workers] .
The Hadlow Preparatory School Board has taken steps to address the area 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
9 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).