Kimbolton School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 47
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Flyger Street, Kimbolton
- Territorial authority
- Manawatu District
- Phone
- 06-3285880
- office@kimbolton.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
- 41
- Māori
- 12
- Pacific
- 0
- Asian
- 1
- MELAA
- 0
- Other
- 1
- 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 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Year 02 | 3 | 0 | 0 | 0 | 0 | 7 | 0 | 8 |
| Year 03 | 2 | 0 | 0 | 0 | 0 | 7 | 0 | 7 |
| Year 04 | 1 | 0 | 0 | 0 | 0 | 6 | 0 | 7 |
| Year 05 | 3 | 0 | 0 | 0 | 0 | 8 | 0 | 8 |
| Year 06 | 1 | 0 | 0 | 0 | 1 | 5 | 0 | 6 |
| Year 07 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Year 08 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Total | 14 | 0 | 0 | 0 | 1 | 44 | 0 | 48 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Age 06 | 3 | 0 | 0 | 0 | 0 | 7 | 0 | 8 |
| Age 07 | 1 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Age 08 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 6 |
| Age 09 | 4 | 0 | 0 | 0 | 0 | 9 | 0 | 9 |
| Age 10 | 1 | 0 | 0 | 0 | 1 | 5 | 0 | 6 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Age 12 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 14 | 0 | 0 | 0 | 1 | 44 | 0 | 48 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
70.7%
| Kimbolton School | 70.7% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 181.5% |
| Māori | 205% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 70.7% |
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%
| Kimbolton 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 | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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%
| Kimbolton 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 | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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)
- 453
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 25 January 1889
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
- 8 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (8 November 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 same report — the board assurance report of 8 November 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO has identified the following areas of non-compliance during the board assurance process:
renew police vets for non-teaching staff every three years. [schedule 104 Education and Training Act 2020]
The board has since addressed the areas of non-compliance identified.
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 47 — 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.
May 2019
65
Counted while ERO’s review team was at the school. Education Review Office, report of 10 June 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 8 November 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
Kimbolton School is located in rural northern Manawatū and provides education for students in Years 1 to 8. The school’s vision is to ‘unleash the potential of all’, and is supported by the values of ‘ whānau , attitude, kindness and achievement’.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for learners show continuous improvement over time.
Most learners achieve at or above expected curriculum levels in reading, writing and mathematics.
Achieving equity for groups of learners, particularly for Māori in mathematics, and boys in literacy, remains a priority for the school.
Learners express a positive sense of belonging and pride in their school that supports their wellbeing and engagement with learning.
In relation to the Ministry of Education’s 2024 attendance target, a small majority of learners attend school regularly; the school is yet to meet the target and is working to improve attendance for all learners.
Conditions to support learner success
Leaders foster a collaborative school culture with a strategic focus on improving learner outcomes.
School leaders ensure expectations for high quality teaching and learning practices are clear, well implemented and responsive, to support all learners.
Leaders are engaged in professional knowledge building with teachers to enhance teaching effectiveness and learner outcomes.
To further support student success, leaders are strengthening evaluative capabilities to understand the impact of initiatives and strategies on learner outcomes.
Teaching practices and the curriculum are increasingly responsive to the needs and interests of learners.
Teachers and staff implement structured and well-matched learning programmes that assist students to engage and make progress with their learning.
Students needing additional in-class support benefit from consistent and targeted assistance, this contributes to learner progress within positive and inclusive classroom environments.
The teaching of the school’s curriculum provides students with a broad range of opportunities and experiences in which to participate and apply new learning.
Key conditions continue to be strengthened to support improvement and learner success.
The board and leaders have a clear focus on embedding the school’s vision and values, prioritising the implementation of improvement goals related to achievement, learning and wellbeing.
Leaders and teachers communicate well with parents and whānau to understand their aspirations for learning, and to share the progress, achievement and next learning steps for their children.
The board and leaders actively work to address barriers to education and facilitate access to learning for all students.
Part B: Where to next?
The agreed next steps for the school are to:
continue to improve achievement outcomes for all learners with a focus on achieving equity for Māori in mathematics and boys in literacy
use a systematic evidence-based approach to evaluate school improvement initiatives and monitor their impact on learner outcomes
continue to embed a curriculum that reflects the goals and aspirations of students, whānau and community, with a focus on improving learners’ achievement and attendance outcomes.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
design and implement a systematic evidence-based approach to evaluate school improvement initiatives and monitor their impact on learner outcomes
Every six months:
moderate, monitor and report on the progress and achievement of all learners, with a focus on achieving equity for groups of learners at risk of not achieving
gather and evaluate evidence and report on the effectiveness of school initiatives, including attendance, designed to improve learner outcomes; use this information to inform future planning decisions
Annually:
analyse and report schoolwide achievement information to the board, including progress made in achieving equity for groups of learners at risk of not achieving
gather student, whānau and community feedback to evaluate the impact of the school’s curriculum on learners’ achievement and attendance outcomes.
Actions taken against these next steps are expected to result in:
improved attendance, achievement and equity of outcomes for all learners
a shared understanding of systems, processes and practices that support learner progress, achievement and wellbeing
an embedded local curriculum that reflects the goals and aspirations of all stakeholders.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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
Shelley Booysen Director of Schools
8 November 2024
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).