Mount Biggs School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 110
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 707 Sandon Road, Feilding
- Territorial authority
- Manawatu District
- Phone
- 06-3293646
- office@mountbiggs.school.nz
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
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
- Mount Biggs School strives to develop a purposeful partnership between its staff, community, iwi and students that enhances its safe, inclusive and stimulating environment. A school where values are at the fore and children are at the heart of all we do. “Ko te tamaite te putake o te kaupapa”
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 101
- Māori
- 19
- Pacific
- 2
- Asian
- 4
- MELAA
- 4
- 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 | 2 | 1 | 2 | 1 | 0 | 12 | 0 | 15 |
| Year 02 | 6 | 0 | 0 | 0 | 0 | 16 | 0 | 17 |
| Year 03 | 3 | 0 | 1 | 1 | 0 | 14 | 0 | 18 |
| Year 04 | 2 | 1 | 0 | 0 | 0 | 14 | 0 | 14 |
| Year 05 | 4 | 0 | 0 | 1 | 0 | 16 | 0 | 18 |
| Year 06 | 1 | 0 | 0 | 0 | 0 | 9 | 0 | 10 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 13 | 0 | 13 |
| Year 08 | 1 | 0 | 0 | 0 | 0 | 8 | 0 | 9 |
| Total | 20 | 2 | 3 | 3 | 0 | 102 | 0 | 114 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 1 | 2 | 1 | 0 | 12 | 0 | 15 |
| Age 06 | 6 | 0 | 0 | 0 | 0 | 16 | 0 | 17 |
| Age 07 | 3 | 0 | 1 | 1 | 0 | 13 | 0 | 17 |
| Age 08 | 2 | 1 | 0 | 0 | 0 | 15 | 0 | 15 |
| Age 09 | 4 | 0 | 0 | 1 | 0 | 16 | 0 | 18 |
| Age 10 | 1 | 0 | 0 | 0 | 0 | 9 | 0 | 10 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 13 | 0 | 13 |
| Age 12 | 1 | 0 | 0 | 0 | 0 | 8 | 0 | 9 |
| Total | 20 | 2 | 3 | 3 | 0 | 102 | 0 | 114 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Mount Biggs School | 0% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| 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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Mount Biggs 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 | 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%
| Mount Biggs 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 | 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)
- 415
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1921
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
- 22 January 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (22 January 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 22 January 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 110 — 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 2018
73
Counted while ERO’s review team was at the school. Education Review Office, report of 21 September 2018
August 2015
87
Counted while ERO’s review team was at the school. Education Review Office, report of 9 September 2015
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 22 January 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 Mount Biggs 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
Mount Biggs School is located in a rural setting on the outskirts of Feilding and caters for students in Years 1 to 8.
Mount Biggs School ’s strategic priorities for improving outcomes for learners are:
to maximise individual capability through quality teaching and learning
to deliver the Mount Biggs School curriculum through collaborative, flexible practices and by focusing on children’s diverse needs to achieve their full potential
to develop strong leadership capabilities through all aspects of the school using targeted professional development
to manage and prioritise human and physical resources to achieve the ongoing vision of confident, connected, happy, and actively involved in learning
celebrate the cultural diversity of the school and community
to promote and enhance the school culture reflective of the school values and vision.
You can find a copy of the school’s strategic and annual plan on Mount Biggs School ’s website.
ERO and the school are working together to evaluate how well delivery of the literacy curriculum achieves equitable and excellent outcomes for learners.
The rationale for selecting this evaluation is:
leaders have guided the implementation of changes in the approach and delivery of their literacy curriculum. Further development continues through embedding of literacy approaches and implementation of the literacy progressions. 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:
equitable and excellent outcomes for learners in literacy and accelerated progress for learners working toward curriculum expectations
effective teaching and learning practice that incorporates new learning and reflects shared expectations in the delivery of literacy strategies and practice
a highly inclusive learning environment, reflective of the schools agreed shared values, encouraging positive engagement at school and in learning
te ao Māori evident in design and enactment of the localised curriculum reflecting a reciprocal partnership between the school and Ngati Kauwhata .
Strengths
The school can draw from the following strengths to support its goal to build approaches and strategies in literacy to achieve equitable and excellent outcomes for all learners:
leaders, trustees, and teaching staff collaboratively pursue the school’s vision, goals, and targets designed to promote learner success
learning environments, reflective of shared school values, support positive conditions at school and encourage purposeful engagement in learning
staff know students well. Collaborative practice between leaders, teachers and support staff promotes a well-considered response in meeting the learning and engagement needs of students.
Where to next?
Moving forward, the school will prioritise:
continuing to collaboratively engage teaching and support staff in professional learning and development to implement literacy learning progressions that promote continuity and consistency of practice across the school
utilising reciprocal partnerships with whānau, iwi and the community to further reflect their collective body of knowledge through continued refinement of the localised curriculum.
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
22 January 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).