Masterton Primary School
Contributing · State
- Year levels
- 1–6
- Total roll
- 257
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 53 South Road, Kuripuni, Masterton
- Territorial authority
- Masterton District
- Phone
- 06-3775297
- office@masterton.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.
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
All children are expected to wear the correct uniform when attending school, to and from school and at school functions, with pride.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 152
- Māori
- 78
- Pacific
- 32
- Asian
- 43
- MELAA
- 14
- 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 | 14 | 5 | 4 | 0 | 0 | 26 | 0 | 37 |
| Year 02 | 12 | 5 | 3 | 0 | 0 | 28 | 0 | 39 |
| Year 03 | 14 | 4 | 3 | 2 | 0 | 33 | 0 | 44 |
| Year 04 | 13 | 6 | 8 | 0 | 0 | 21 | 0 | 38 |
| Year 05 | 10 | 4 | 7 | 0 | 0 | 19 | 0 | 36 |
| Year 06 | 12 | 4 | 5 | 0 | 0 | 26 | 0 | 40 |
| Year 07 | 1 | 1 | 0 | 0 | 0 | 9 | 0 | 9 |
| Total | 76 | 29 | 30 | 2 | 0 | 162 | 0 | 243 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 12 | 5 | 3 | 0 | 0 | 24 | 0 | 34 |
| Age 06 | 14 | 5 | 4 | 0 | 0 | 30 | 0 | 42 |
| Age 07 | 13 | 4 | 3 | 1 | 0 | 31 | 0 | 41 |
| Age 08 | 14 | 5 | 6 | 0 | 0 | 23 | 0 | 37 |
| Age 09 | 11 | 5 | 7 | 1 | 0 | 18 | 0 | 38 |
| Age 10 | 11 | 4 | 7 | 0 | 0 | 26 | 0 | 41 |
| Age 11 | 1 | 1 | 0 | 0 | 0 | 10 | 0 | 10 |
| Total | 76 | 29 | 30 | 2 | 0 | 162 | 0 | 243 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
29.6%
| Masterton Primary School | 29.6% |
|---|---|
| Wellington Region | 24.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 57.6% |
| Māori | 29.4% |
| Pacific | 85.3% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 32.1% |
| Total | 29.6% |
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%
| Masterton Primary 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%
| Masterton Primary 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)
- 502
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 31 December 2003
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
- 5 March 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (5 March 2025)
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 5 March 2025 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 257 — 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.
June 2018
296
Counted while ERO’s review team was at the school. Education Review Office, report of 17 August 2018
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 5 March 2025 — “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
Masterton Primary School, located in Wairarapa , provides education for students in Years 1 to 6. The school seeks to nurture the growth, well-being and happiness of every student, providing them with the skills, knowledge and values they need to thrive in life.
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
The school is working towards improved and equitable outcomes.
A small majority of students achieve the expected curriculum level in reading and mathematics and less than half in writing; the school has yet to address the significant disparity for boys in these areas.
Students with additional needs are well supported and progress against goals set in their individual education plans.
Schoolwide initiatives support improved attendance; the school is working towards meeting the Government target for improving regular attendance.
Conditions to support learner success
Strategic leadership effectively establishes positive conditions to improve learner outcomes.
Leadership opportunities are evident within and across school for staff and students; students develop and use their leadership skills to contribute to the positive environment.
Leadership is inclusive, values diversity and promotes student wellbeing for learning.
Leaders regularly reflect on the effectiveness of new initiatives and use data to verify gains and identify areas needing further development.
Teaching approaches are well considered to provide learners with a variety of relevant contexts for learning.
Students learn in calm spaces where they work together to support their learning.
Regular lessons in te reo Māori, with te ao Māori and tikanga Māori woven throughout the curriculum, support Māori learners to experience success as Māori .
Teachers actively reflect on the effectiveness of their actions; they collaborate to understand the impact of new teaching practices on outcomes for learners.
Positive school conditions promote learners’ wellbeing and engagement in learning.
Well considered strategic goals and actions impact positively on students’ behaviour and wellbeing.
Students' express a strong sense of identity and demonstrate increased levels of engagement developed through a culturally responsive model, Te Ara Whakamana , integrated at all levels of the school.
Whānau regularly support school-based events; an identified next step is to engage with whānau in partnerships for learning.
Well established partnerships are evident between trustees, leaders and staff; they regularly reflect on and evaluate the impact of their actions to support student learning.
Part B: Where to next?
The agreed next steps for the school are to:
target teaching to address the underachievement of boys and improve learner outcomes in reading, writing and mathematics
provide teachers with explicit guidance for teaching and assessment in reading, writing and mathematics to accelerate the learning of those who need this
provide professional learning to deepen teachers’ understanding of the use of assessment to address student learning needs.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
update guidance and expectations for teaching and assessment practice to capture new curriculum requirements in reading, writing and mathematics; this guidance should include the planned changes to schoolwide assessment and reporting processes
provide learning opportunities for teachers to more fully understand the use of assessment tools
provide support to parents on use of the school’s new reporting system.
Every six months:
monitor student attendance and the effectiveness of strategies; adjust approaches accordingly
analyse student progress and achievement data to determine if initiatives are improving outcomes; identify the impact on addressing disparity for boys.
Annually:
review the impact of teaching and learning programmes and assessment practices on achievement outcomes, to know what has been successful and what needs further improvement
review and report to the board attendance and achievement information to inform decision making
gather and respond to whānau voice for strategic direction and annual goals; initially this should include feedback on the effectiveness of the new ways of reporting student engagement and achievement to whānau .
Actions taken against these next steps are expected to result in:
improved achievement outcomes for all learners, especially boys
students regularly attending school
clear guidance for the delivery of teaching and learning and assessment
increased whānau understanding about how well their children progress and achieve and how they can further support their engagement and progress.
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
Sharon Kelly Acting Director of Schools
5 March 2025
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).