Linton Camp School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 147
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Puttick Road, Linton Camp
- Territorial authority
- Palmerston North City
- Phone
- 06-3258740
- office@lintoncamp.school.nz
- Directions
- Get directions
Other schools nearby: schools in Palmerston North · schools in Manawatū-Whanganui
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.
- Uniform
- Required
Linton Camp School policy requires students to wear a compulsory school uniform.
- Required
- Term dates
- Term 1, 2026: Monday 26 Jan - Thursday 2 April
Term 1: Monday 26 Jan - Thursday 2 April
Year stated as2026 School Dates
- Term 2, 2026: Monday 20 April - Friday 3 July
Term 2: Monday 20 April - Friday 3 July
Year stated as2026 School Dates
- Term 3, 2026: Monday 20 July - Friday 25 Sept
Term 3: Monday 20 July - Friday 25 Sept
Year stated as2026 School Dates
- Term 4, 2026: Monday 12 Oct - Tuesday 8 Dec
Term 4: Monday 12 Oct - Tuesday 8 Dec
Year stated as2026 School Dates
- Term 1, 2027: Monday 1 February - Friday 9 April
Term 1: Monday 1 February - Friday 9 April
Year stated as2027 School Dates
- Term 2, 2027: Tuesday 27 April - Friday 2 July
Term 2: Tuesday 27 April - Friday 2 July
Year stated as2027 School Dates
- Term 3, 2027: Monday 19 July - Friday 24 Sept
Term 3: Monday 19 July - Friday 24 Sept
Year stated as2027 School Dates
- Term 4, 2027: Monday 11 Oct - Friday 10 December
Term 4: Monday 11 Oct - Friday 10 December
Year stated as2027 School Dates
- Term 1, 2026: Monday 26 Jan - Thursday 2 April
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 117
- Māori
- 73
- Pacific
- 34
- Asian
- 6
- MELAA
- 3
- 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 | 11 | 3 | 1 | 0 | 0 | 16 | 0 | 19 |
| Year 02 | 11 | 4 | 0 | 0 | 0 | 11 | 0 | 16 |
| Year 03 | 15 | 4 | 1 | 0 | 0 | 18 | 0 | 25 |
| Year 04 | 5 | 5 | 1 | 0 | 0 | 10 | 0 | 15 |
| Year 05 | 6 | 5 | 2 | 3 | 0 | 16 | 0 | 19 |
| Year 06 | 11 | 4 | 0 | 0 | 0 | 16 | 0 | 19 |
| Year 07 | 5 | 0 | 0 | 0 | 0 | 8 | 0 | 10 |
| Year 08 | 4 | 3 | 0 | 1 | 0 | 9 | 0 | 10 |
| Total | 68 | 28 | 5 | 4 | 0 | 104 | 0 | 133 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 10 | 4 | 1 | 0 | 0 | 15 | 0 | 19 |
| Age 06 | 12 | 3 | 0 | 0 | 0 | 11 | 0 | 15 |
| Age 07 | 15 | 4 | 1 | 0 | 0 | 19 | 0 | 26 |
| Age 08 | 5 | 5 | 1 | 0 | 0 | 10 | 0 | 15 |
| Age 09 | 6 | 5 | 2 | 2 | 0 | 14 | 0 | 17 |
| Age 10 | 11 | 4 | 0 | 1 | 0 | 18 | 0 | 21 |
| Age 11 | 5 | 0 | 0 | 0 | 0 | 7 | 0 | 9 |
| Age 12 | 3 | 3 | 0 | 0 | 0 | 6 | 0 | 7 |
| Age 13 | 1 | 0 | 0 | 1 | 0 | 4 | 0 | 4 |
| Total | 68 | 28 | 5 | 4 | 0 | 104 | 0 | 133 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
157.5%
| Linton Camp School | 157.5% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 341.6% |
| Māori | 170% |
| Pacific | 196.6% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 186% |
| Total | 157.5% |
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%
| Linton Camp 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 | 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%
| Linton Camp 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 | 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)
- 482
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 18 September 1964
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
- 4
- Last reviewed
- 26 March 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (26 March 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 26 March 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.
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 147 — 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
143
Counted while ERO’s review team was at the school. Education Review Office, report of 2 October 2019
August 2016
128
Counted while ERO’s review team was at the school. Education Review Office, report of 19 October 2016
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 19 March 2024 — “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 6 months of the Education Review Office and Linton Camp 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
Linton Camp School ’s strategic priorities for improving outcomes for learners are:
Ako (Learning) – students are achieving as well as they can
Hauora – the school is a physically and emotionally safe space, inclusive of all (differing/diverse needs, gender)
Te Ao Māori is valued and naturally reflected in all school life
Kotahitanga – the school community is strengthened by regular/intentional opportunities for connection.
You can find a copy of the school’s strategic and annual plan on Linton Camp School ’s website.
ERO and the school are working together to evaluate how well new approaches in delivery of the literacy curriculum and assessment practice achieves equitable and excellent outcomes for all learners.
The rationale for selecting this evaluation is:
The school has implemented changes in delivery of their literacy curriculum. Further development continues as the school embeds these approaches and implements a new assessment process. ERO and the school will work together to evaluate and report the impact of these changes in achieving equitable and excellent outcomes for all learners.
The school expects to see:
approaches in the delivery of literacy impact positively on achievement and accelerated progress for targeted learners
revision and further development of assessment systems and processes promote effective teaching, learning, and reporting practices
effective teaching and learning, reflecting agreed strategies and new approaches, in the use of assessment and delivery of the literacy curriculum
the schools’ curriculum in literacy is documented overtime to reflect shared expectations for teaching and learning.
Strengths
The school can draw from the following strengths to support its goal to achieve equitable and excellent outcomes for learners:
leaders’ decision making and trustees resourcing is appropriately aligned to the school’s strategic priorities to promote learner success
collaborative practice between teachers, and access to relevant professional learning and development (PLD) supports the implementation of strategies and approaches in delivery of literacy and assessment practice
classroom environments are positive and productive, encouraging the purposeful engagement of students in learning .
Where to next?
Moving forward, the school will prioritise:
continued opportunities for teachers to share practice and participate in PLD aligned to developments in literacy and asssessment practice
ongoing documenting of changes to Linton Camp School curriculum as new approaches and strategies are embedded into practice
g athering information, at points in time, using progress data, observation of practice and stakeholder voice to inform evaluation insights into the impact of their deliberate actions on outcomes for learners.
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.
Shelley Booysen Director of Schools
19 March 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 4 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).