Newbury School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 198
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Rangitikei Line, Palmerston North
- Territorial authority
- Manawatu District
- Phone
- 06-3549359
- school@newbury.school.nz
- Website
- http://www.newbury.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 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
- Kapa Haka group
In 2016 we established a Kapa Haka group consisting of 70 students from across the school.
- Kapa Haka group
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 178
- Māori
- 28
- Pacific
- 6
- Asian
- 8
- MELAA
- 2
- Other
- 3
- 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 | 0 | 1 | 0 | 26 | 0 | 29 |
| Year 02 | 4 | 0 | 0 | 0 | 0 | 25 | 0 | 25 |
| Year 03 | 5 | 1 | 1 | 0 | 0 | 18 | 0 | 23 |
| Year 04 | 6 | 1 | 1 | 1 | 0 | 26 | 0 | 28 |
| Year 05 | 4 | 2 | 0 | 1 | 0 | 19 | 0 | 20 |
| Year 06 | 6 | 0 | 0 | 0 | 0 | 15 | 0 | 16 |
| Year 07 | 2 | 0 | 1 | 1 | 0 | 19 | 0 | 21 |
| Year 08 | 3 | 0 | 1 | 1 | 0 | 20 | 0 | 22 |
| Total | 32 | 5 | 4 | 5 | 0 | 168 | 0 | 184 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 1 | 0 | 1 | 0 | 27 | 0 | 30 |
| Age 06 | 4 | 0 | 0 | 0 | 0 | 25 | 0 | 25 |
| Age 07 | 5 | 1 | 1 | 0 | 0 | 17 | 0 | 22 |
| Age 08 | 6 | 1 | 1 | 1 | 0 | 26 | 0 | 28 |
| Age 09 | 4 | 2 | 0 | 1 | 0 | 20 | 0 | 21 |
| Age 10 | 6 | 0 | 1 | 0 | 0 | 14 | 0 | 16 |
| Age 11 | 2 | 0 | 0 | 1 | 0 | 18 | 0 | 19 |
| Age 12 | 2 | 0 | 1 | 0 | 0 | 17 | 0 | 17 |
| Age 13 | 1 | 0 | 0 | 1 | 0 | 4 | 0 | 6 |
| Total | 32 | 5 | 4 | 5 | 0 | 168 | 0 | 184 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
18.3%
| Newbury School | 18.3% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 37.5% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 20.9% |
| Total | 18.3% |
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%
| Newbury 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 | Not available (source marker: "nd") |
| 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%
| Newbury 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 | Not available (source marker: "nd") |
| 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)
- 445
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 31 January 1878
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
- 16 September 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 16 September 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for students from Year 1 to 8
- Years 1 to 8
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 198 — 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.
December 2018
170
Counted while ERO’s review team was at the school. Education Review Office, report of 27 February 2019
December 2015
172
Counted while ERO’s review team was at the school. Education Review Office, report of 23 February 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 16 September 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School 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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the School
Newbury School provides education for students from Year 1 to 8. The school’s vision is to provide learners with Foundations for Life . The overarching DRIVE values are Determined, Respectful, Inspired, Visionary, and Empowered .
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing, and mathematics.
How well does the school curriculum respond to all learners needs? Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain foundational skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals.
How well does school planning and conditions support ongoing improvement? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.
How well does the school include all learners and promote their engagement and wellbeing? The school successfully promotes learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.
Student Health and Safety The school board is taking reasonable steps to ensure student health and safety.
Achievement in Years 0 to 8
This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 65% 65 to 79% 80 to 90% Over 90%
Reading A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
A small majority of learners attend school regularly.
The school is behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absenteeism continues at similar levels, with no significant improvement over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how well the school supports all learners to make sufficient progress.
The school has good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of Strength
Learners express a strong sense of belonging and pride in their school and value its vision and culture. The school and school culture are highly valued by students.
Learners benefit from high expectations for teaching and learning. Teachers know their students well and students are supported to progress and excel in the classroom.
Leaders work collaboratively based on a commitment to improvement and excellence for all learners. They set goals for successful learner outcomes based on parent and whānau aspirations.
Structured literacy approaches are well embedded across the school and implementing a structured mathematics programme is a priority for 2025.
Learners experience a well-considered school curriculum with links to local contexts, providing meaningful learning opportunities and experiences to meet their needs and interests.
Staff professional development is planned and implemented for ongoing improvement of teaching and learning and to improve leadership capacity across the school.
Leaders and teachers are increasingly using a wide range of information and feedback, along with the school’s internal evaluation process, to inform decision making for school improvement.
Key priorities
Evaluating teaching, learning, and assessment practices to monitor their impact on learner progress and achievement, focusing on boys' literacy.
Embedding the refreshed The New Zealand English and Mathematics curriculum.
Implement the school’s attendance plan to improve regular attendance rates of all students.
Actions to bring about improvement
Within six months:
leaders provide professional learning to strengthen teachers’ understanding and use of teaching and learning strategies for boys in literacy
leaders and teachers will evaluate the impact of initiatives designed to increase rates of regular attendance to inform next steps
Every six months:
leaders and teachers evaluate the impact of programmes and initiatives designed to improve learner progress and achievement, with a focus on the provision of literacy for boys
leaders and teachers review and report learner attendance, progress and achievement information to support ongoing improvement
Annually:
leaders will report learners’ progress and achievement and use this information to work with the School Board to plan for ongoing improvement.
Outcomes
Improved outcomes and equitable achievement in literacy.
Effective use of evaluation to support the development of high-quality teaching and learning practices.
Improved regular attendance and progress towards meeting the Government’s target of 80%.
Regulatory and Legislative Requirements
This section of the report is about how the school meet regulatory and legislative requirements.
Board Assurance with Regulatory and Legislative Requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
The next public report on ERO’s website will be a School Report and is due within four 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 Director of Schools
16 September 2025
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).