Keith Street School
Contributing · State
- Year levels
- 1–6
- Total roll
- 171
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 38 Keith Street, Whanganui
- Territorial authority
- Whanganui District
- Phone
- 06-3491111
- office@keithst.school.nz
- Website
- http://www.keithst.school.nz
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 97
- Māori
- 81
- Pacific
- 27
- Asian
- 20
- MELAA
- 3
- Other
- 4
- 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 | 19 | 3 | 3 | 2 | 1 | 18 | 0 | 30 |
| Year 02 | 18 | 1 | 3 | 0 | 1 | 18 | 0 | 27 |
| Year 03 | 16 | 4 | 4 | 0 | 1 | 22 | 0 | 34 |
| Year 04 | 11 | 3 | 3 | 1 | 1 | 14 | 0 | 25 |
| Year 05 | 12 | 2 | 5 | 0 | 0 | 17 | 0 | 28 |
| Year 06 | 13 | 3 | 7 | 0 | 0 | 13 | 0 | 26 |
| Year 07 | 1 | 0 | 2 | 0 | 0 | 1 | 0 | 3 |
| Total | 90 | 16 | 27 | 3 | 4 | 103 | 0 | 173 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 19 | 3 | 3 | 2 | 1 | 16 | 0 | 28 |
| Age 06 | 16 | 1 | 3 | 0 | 1 | 18 | 0 | 27 |
| Age 07 | 17 | 4 | 4 | 0 | 1 | 22 | 0 | 33 |
| Age 08 | 10 | 2 | 3 | 1 | 1 | 14 | 0 | 26 |
| Age 09 | 14 | 3 | 5 | 0 | 0 | 18 | 0 | 29 |
| Age 10 | 13 | 3 | 7 | 0 | 0 | 14 | 0 | 27 |
| Age 11 | 1 | 0 | 2 | 0 | 0 | 1 | 0 | 3 |
| Total | 90 | 16 | 27 | 3 | 4 | 103 | 0 | 173 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
306.4%
| Keith Street School | 306.4% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 293.5% |
|---|---|
| Male | 315.2% |
| Māori | 302% |
| Pacific | 936.9% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 542.9% |
| Total | 306.4% |
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%
| Keith Street School | 0% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| 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%
| Keith Street School | 0% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| 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)
- 528
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 31 July 1887
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
- 11 December 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (3 November 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 3 November 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 11 December 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for 161 learners in Years 1 to 6
- Years 1 to 6
What ERO wrote in its latest report
This is ERO’s report of 11 December 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
Keith Street School provides education for 161 learners in Years 1 to 6. 56% of learners identify as NZ European/ Pākehā , 52% as Māori, 16% Asian and 10% of Pacific heritage. The school vision of Kia kotahi ai te akoranga , Bringing everybody together to learn , is enacted through the school values of manaakitanga; haumarutanga and akonga.
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 November 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
Leaders focused on providing the conditions for successful teacher, student and whānau partnerships in learning, to progress and accelerate student achievement. The school expected to see target learners in Years 3 to 6 making accelerated progress in literacy, all learners confident and capable in reading, writing and oral language, and teachers who have the skills and teaching to facilitate learning programmes that meet the literacy needs of all learners.
Findings
The school significantly improved teacher, student and whānau partnerships in learning. A structured approach to the teaching of literacy is fully implemented and is focused on planning and teaching to the needs of the students. Accelerated progress has been achieved for some students in literacy. The school strengthened the capability of teachers to meet the literacy needs of all learners.
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 good 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 6
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 small majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are 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.
Less than half of students 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 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.
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 not 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
Students are identified early for additional learning and behaviour support and experience an inclusive, affirming school culture grounded in the school’s values and strong integration of te reo Māori, tikanga Māori, and te ao Māori.
Senior leaders build leadership capacity across the school by promoting shared leadership and a collaborative staff culture. Leadership decisions clearly align with the school’s strategic goals.
Leaders and teachers prioritise inquiry into strategies to increase the progress and learning of targeted students.
Teachers use clear, structured ways to teach reading, writing, and mathematics to build strong learning foundations; learners engage in a range meaningful experiences through a responsive curriculum that meets the needs of students.
Teachers engage in targeted professional development in literacy and mathematics. They are well supported to strengthen their capability through collaborative sharing of practice, robust feedback, and through the school’s embedded professional growth cycle.
Key priorities
Improve achievement for all learners in reading, writing and mathematics.
Strengthen school-wide assessment practices in literacy and mathematics that align with the new curriculum to accelerate learning and achievement of all students, especially in literacy.
Develop the data and assessment literacy of leaders and teachers to better monitor the progress and achievement of students and to evaluate the impact of teaching practices on learner outcomes.
Increase regular attendance for all learners.
Actions to bring about improvement
Within six months:
leaders finalise agreed school wide teaching and assessment practices in literacy and mathematics
Every six months:
teachers and leaders review progress and achievement of target learners in literacy to identify effective strategies for accelerating progress and adapt learning programmes where necessary to meet learner needs
leaders review, identify trends and patterns and report to the Board and community progress on improving regular rates of attendance
Annually:
teachers and leaders evaluate the impact of teaching and assessment practices in literacy and mathematics on learner achievement to inform future decision making
leaders and the Board review attendance strategies, tracking progress against Government targets to guide future decisions and resourcing to improve attendance.
Expected outcomes
Improved achievement for all students in literacy and mathematics.
Consistent school-wide teaching and assessment practices support excellence and equitable outcomes for all learners.
Increased and sustained regular attendance for all students.
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
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
11 December 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).