Hutt Central School
Contributing · State
- Year levels
- 1–6
- Total roll
- 270
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Railway Avenue, Lower Hutt
- Territorial authority
- Lower Hutt City
- Phone
- 04-5660059
- admin@huttcentral.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
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 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
- Our Vision:
- At Hutt Central School, we foster a love of learning. Tamariki/children are encouraged to be curious, think critically, problem-solve, and express themselves creatively. This is a place for academic and social growth where tamariki develop confidence in their own potential. Progress and achievements are acknowledged and celebrated.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 194
- Māori
- 52
- Pacific
- 20
- Asian
- 57
- MELAA
- 4
- Other
- 5
- 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 | 13 | 1 | 9 | 1 | 0 | 34 | 0 | 48 |
| Year 02 | 9 | 5 | 8 | 0 | 1 | 22 | 0 | 35 |
| Year 03 | 11 | 9 | 5 | 0 | 0 | 35 | 0 | 46 |
| Year 04 | 11 | 2 | 11 | 1 | 1 | 30 | 0 | 47 |
| Year 05 | 10 | 7 | 10 | 0 | 0 | 41 | 0 | 51 |
| Year 06 | 8 | 2 | 14 | 0 | 1 | 27 | 0 | 42 |
| Year 07 | 0 | 0 | 2 | 0 | 1 | 9 | 0 | 12 |
| Total | 62 | 26 | 59 | 2 | 4 | 198 | 0 | 281 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 13 | 1 | 9 | 1 | 0 | 33 | 0 | 47 |
| Age 06 | 8 | 5 | 7 | 0 | 1 | 23 | 0 | 34 |
| Age 07 | 13 | 8 | 5 | 0 | 0 | 34 | 0 | 47 |
| Age 08 | 10 | 3 | 12 | 1 | 1 | 30 | 0 | 47 |
| Age 09 | 9 | 6 | 11 | 0 | 0 | 41 | 0 | 52 |
| Age 10 | 9 | 3 | 13 | 0 | 2 | 28 | 0 | 43 |
| Age 11 | 0 | 0 | 2 | 0 | 0 | 9 | 0 | 11 |
| Total | 62 | 26 | 59 | 2 | 4 | 198 | 0 | 281 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Hutt Central School | 0% |
|---|---|
| Wellington Region | 24.7% |
| Contributing | 35.6% |
| State | 40.2% |
| 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%
| Hutt Central 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%
| Hutt Central 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)
- 396
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1866
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
- 2
- Last reviewed
- 6 October 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 6 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
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 270 — 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.
August 2019
300
Counted while ERO’s review team was at the school. Education Review Office, report of 7 November 2019
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 6 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
Hutt Central School provides education for students in Years 1 to 6. Of the 288 students enrolled, 69% are Pākehā | New Zealand European, 23% are Māori , 22% are Asian, 12% are of Pacific heritage and 2% identify as being from other ethnicities.
The school’s vision for learners is to empower them to meet the future with confidence . The overarching values of respect/ whakaute , responsibility/ haepapa , resilience/ manawaroa , creativity/ auahatanga guide the school community.
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? The school is working towards high levels of success and progress for all learners.
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 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 is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use 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 A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are not yet 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 behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is not yet 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 uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Teachers are developing assessment information 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 is developing 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 making progress towards Government reading, writing and mathematics targets and agrees this will need to be a key strategic priority .
Next steps for improvement
This section of the report 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
Learners benefit from high expectations for teaching and learning.
Learners have positive relationships with their peers and teachers and experience a strong sense of belonging.
Leaders continue to prioritise the improvement of student learning and achievement through strategic decision making and targeted initiatives promote positive outcomes for learners.
Leaders are strengthening their knowledge and collaboration, and high levels of relational trust and effective communication are evident at all levels of the school community.
Structured literacy approaches are well embedded in the junior school and are being implemented in the senior school. Leaders and teachers are implementing a revised mathematics programme.
Learners experience a well-considered school curriculum with links to local contexts that provides meaningful learning to support their needs and interests.
Staff professional development is targeted, planned and implemented for ongoing improvement of teaching and learning.
Leaders and teachers use a wide range of information and feedback to inform decision making for school improvement.
Key priorities
Take an evidence-based approach to evaluate the impact of teaching, learning and assessment practices on learner progress and achievement, with a focus on mathematics.
Revise the school’s curriculum to align with changes to The New Zealand Curriculum in English and mathematics.
Implement the attendance plan, including initiatives with parents and whānau , to raise collective awareness of the importance of regular attendance.
Actions to bring about improvement:
Within six months:
leaders evaluate the impact of initiatives designed to increase rates of regular attendance to inform next steps
leaders provide teachers with professional learning opportunities to strengthen their understanding and use of effective teaching and learning strategies in mathematics
Every six months:
leaders review and report on learner attendance, progress and achievement information to support ongoing decision making for improvement
leaders and teachers use an evidenced-based approach to evaluate the impact of programmes and initiatives designed to improve learner progress and achievement, with a particular focus on the provision of mathematics
Annually:
leaders report on learners’ attendance, progress and achievement and use this information for further strategic planning.
Expected outcomes
Increasing numbers of students attending school regularly.
Improved and equitable student achievement outcomes in mathematics.
Effective use of evaluation for improvement that supports the development of high-quality teaching and learning practices schoolwide.
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 Evaluation 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
6 October 2025
Read the full report on ero.govt.nz →
All 2 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).