Nawton School
Contributing · State
- Year levels
- 1–6
- Total roll
- 510
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Livingstone Avenue, Nawton, Hamilton
- Territorial authority
- Hamilton City
- Phone
- 07-8477420
- office@nawton.school.nz
- Website
- http://www.nawton.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hamilton · schools in Waikato
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
Students must also wear: - Black shorts, skirts, or trackpants. - Plain black shoes with no visible branding (for example, no Nike shoes or Crocs).
- Required
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Te Kapa o Nōera
Te Kapa o Nōera is open to all students and represents the many cultures within our kura.
- Kelly Sports
These opportunities include Kelly Sports instructors, swimming, gymnastics, athletics, Kī-o-rahi, inter-school swimming sports, cross country, and athletics.
- swimming
These opportunities include Kelly Sports instructors, swimming, gymnastics, athletics, Kī-o-rahi, inter-school swimming sports, cross country, and athletics.
- gymnastics
These opportunities include Kelly Sports instructors, swimming, gymnastics, athletics, Kī-o-rahi, inter-school swimming sports, cross country, and athletics.
- athletics
These opportunities include Kelly Sports instructors, swimming, gymnastics, athletics, Kī-o-rahi, inter-school swimming sports, cross country, and athletics.
- Kī-o-rahi
These opportunities include Kelly Sports instructors, swimming, gymnastics, athletics, Kī-o-rahi, inter-school swimming sports, cross country, and athletics.
- inter-school swimming sports
These opportunities include Kelly Sports instructors, swimming, gymnastics, athletics, Kī-o-rahi, inter-school swimming sports, cross country, and athletics.
- cross country
These opportunities include Kelly Sports instructors, swimming, gymnastics, athletics, Kī-o-rahi, inter-school swimming sports, cross country, and athletics.
- Touch
- Basketball
- Netball
Netball (sign up in Term 1)
- Te Kapa o Nōera
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 103
- Māori
- 404
- Pacific
- 53
- Asian
- 30
- MELAA
- 9
- Other
- 5
- 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 | 66 | 8 | 6 | 0 | 0 | 22 | 0 | 87 |
| Year 02 | 66 | 5 | 9 | 4 | 0 | 8 | 0 | 83 |
| Year 03 | 51 | 6 | 5 | 0 | 4 | 10 | 0 | 69 |
| Year 04 | 57 | 18 | 7 | 0 | 1 | 20 | 0 | 78 |
| Year 05 | 75 | 15 | 3 | 0 | 3 | 23 | 0 | 91 |
| Year 06 | 53 | 10 | 5 | 3 | 2 | 17 | 0 | 71 |
| Year 07 | 18 | 0 | 3 | 0 | 0 | 4 | 0 | 20 |
| Year 08 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Total | 396 | 62 | 38 | 7 | 10 | 104 | 0 | 509 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 55 | 7 | 6 | 0 | 0 | 17 | 0 | 72 |
| Age 06 | 66 | 5 | 9 | 4 | 0 | 13 | 0 | 86 |
| Age 07 | 50 | 6 | 4 | 0 | 3 | 9 | 0 | 66 |
| Age 08 | 64 | 18 | 4 | 0 | 1 | 18 | 0 | 82 |
| Age 09 | 65 | 12 | 7 | 0 | 4 | 21 | 0 | 85 |
| Age 10 | 68 | 14 | 5 | 3 | 2 | 22 | 0 | 88 |
| Age 11 | 17 | 0 | 3 | 0 | 0 | 4 | 0 | 19 |
| Age 12 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 396 | 62 | 38 | 7 | 10 | 104 | 0 | 509 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
97.6%
| Nawton School | 97.6% |
|---|---|
| Waikato Region | 53.9% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 78.6% |
|---|---|
| Male | 114.7% |
| Māori | 123.2% |
| Pacific | 35% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 210.8% |
| Total | 97.6% |
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
24.6%
| Nawton School | 24.6% |
|---|---|
| Waikato Region | 6.6% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 51.2% |
|---|---|
| Male | 0% |
| Māori | 30.7% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 114% |
| Total | 24.6% |
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
8.1%
| Nawton School | 8.1% |
|---|---|
| Waikato Region | 2.4% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 16.6% |
|---|---|
| Male | 0% |
| Māori | 10.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 36.9% |
| Total | 8.1% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 535
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Major urban area
- Date opened
- 22 May 1960
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
- 9 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (9 December 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 9 December 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 510 — 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.
November 2019
533
Counted while ERO’s review team was at the school. Education Review Office, report of 23 January 2020
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 9 December 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
Nawton School is located in Hamilton and provides education for learners in Years 1 to 8 in English medium, bilingual and total immersion Māori . The school vision is ‘ to provide a safe, holistic, inclusive, modern learning environment which embraces te ao Māori and cultural diversity to empower all students to succeed.’
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
Learners are engaged and make good progress; there is increasing equity between groups of learners.
The majority of students are at the expected curriculum level for reading, writing and math; some disparity for boys in reading and writing remains.
Achievement data over time shows increased equity for Māori learners and positive shifts in reducing disparity for Pacific learners.
Schoolwide wellbeing data show the majority of students and staff report a positive school climate.
Just over half of students attend regularly, the school continues to focus on reaching the Ministry of Education attendance target.
Conditions to support learner success
Leadership is strengthening targeted interventions to improve student outcomes.
Suitable schoolwide systems and processes are in place to monitor the effectiveness of differentiated strategies to support at risk learners.
Community organisations and agencies work in partnership with the school to ensure a wide range of wellbeing initiatives and curriculum opportunities are available for all learners.
Leaders use research and data well to identify strategic goals, aligning resources and professional development to improve teacher practice and improve learner outcomes.
Teachers establish positive and mutually respectful learning environments that promotes student engagement.
Students benefit from a sustained focus on positive and personalised teaching practices; well-established learning routines and expectations maximise learning time.
Localised curriculum continues to strengthen in consultation with mana whenua to encourage a stronger sense of identity as a school.
Schoolwide wellbeing initiatives foster students’ sense of self and management for learning.
Teachers work collaboratively with outside agencies and learning support staff to provide differentiated assistance to improve students’ progress and achievement.
School conditions continue to strengthen and support learning outcomes.
All learners culture, language, and identity are highly valued within an inclusive school environment.
The school’s vision, strategic goals, targets and tikanga are grounded in a deeper understanding of the principles of Te Tiriti o Waitangi.
Seamlessly integrated te ao Māori learning opportunities woven through the school’s curriculum increases student engagement.
The board scrutinises a range of student achievement data to identify strategic improvement priorities and makes appropriate resourcing decisions.
Part B: Where to next?
The agreed next steps for the school are to:
continue to strengthen student outcomes by improved use and analysis of assessment data and teacher inquiry, to differentiate teaching and learning for learners not yet meeting expected levels
build on professional development to support deliberate and explicit teaching practices to accelerate students’ progress in reading and writing
increase attendance and engagement by strengthening home school partnerships with whānau.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
implement a cycle of data analysis and reporting to support teacher inquiry across the school
review the impact of targeted professional development to improve teacher practice and identify next steps
work in partnership with whānau to identify learning supports and strategies to improve attendance and achievement.
Annually:
review student achievement data and teacher inquiry to identify shifts in practice that improve and accelerate student outcomes, particularly for students not yet at curriculum expectations
analyse reading and writing data and identify next steps for ongoing professional development and sharing of best teaching practices across the school
report attendance and engagement data to the board to continue to strengthen strategies that support home school partnerships.
Actions taken against these next steps are expected to result in:
schoolwide use of student achievement data and teacher inquiry to differentiate learning programmes that improved student outcomes
improved teaching practices in literacy to accelerate progress of students not yet meeting expected assessment levels
increased rates of regular attendance and engagement for all learners.
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
9 December 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).