North Street School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 345
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 52 North Street, Feilding
- Territorial authority
- Manawatu District
- Phone
- 06-3236695
- office@northstreet.school.nz
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 168
- Māori
- 188
- Pacific
- 51
- Asian
- 23
- MELAA
- 12
- 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 | 24 | 6 | 0 | 2 | 0 | 17 | 0 | 42 |
| Year 02 | 14 | 5 | 8 | 1 | 0 | 17 | 0 | 32 |
| Year 03 | 19 | 6 | 1 | 3 | 0 | 22 | 0 | 43 |
| Year 04 | 20 | 4 | 2 | 1 | 1 | 21 | 0 | 40 |
| Year 05 | 30 | 7 | 3 | 2 | 0 | 24 | 0 | 52 |
| Year 06 | 28 | 12 | 4 | 1 | 1 | 21 | 0 | 55 |
| Year 07 | 29 | 8 | 2 | 0 | 1 | 20 | 0 | 52 |
| Year 08 | 43 | 6 | 5 | 1 | 0 | 22 | 1 | 60 |
| Total | 207 | 54 | 25 | 11 | 3 | 164 | 1 | 376 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 24 | 6 | 0 | 2 | 0 | 17 | 0 | 42 |
| Age 06 | 13 | 5 | 8 | 1 | 0 | 17 | 0 | 31 |
| Age 07 | 19 | 6 | 1 | 3 | 0 | 21 | 0 | 42 |
| Age 08 | 20 | 4 | 2 | 1 | 1 | 23 | 0 | 41 |
| Age 09 | 30 | 7 | 3 | 2 | 0 | 22 | 0 | 52 |
| Age 10 | 29 | 12 | 4 | 1 | 1 | 22 | 0 | 56 |
| Age 11 | 25 | 4 | 2 | 0 | 0 | 18 | 0 | 42 |
| Age 12 | 42 | 8 | 5 | 1 | 1 | 23 | 1 | 63 |
| Age 13 | 5 | 2 | 0 | 0 | 0 | 1 | 0 | 7 |
| Total | 207 | 54 | 25 | 11 | 3 | 164 | 1 | 376 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
81.3%
| North Street School | 81.3% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 52.3% |
|---|---|
| Male | 104.3% |
| Māori | 132.6% |
| Pacific | 146.3% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 36.8% |
| Total | 81.3% |
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
21.9%
| North Street School | 21.9% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 12.9% |
|---|---|
| Male | 28.6% |
| Māori | 36.7% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 13.3% |
| Total | 21.9% |
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
5.6%
| North Street School | 5.6% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 9.9% |
| Māori | 9.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 5.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 506
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Medium urban area
- Date opened
- 25 January 1958
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 May 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (12 December 2022)
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 12 December 2022 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.
What this report states about the school
As stated in ERO’s report of 5 May 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for students from Years 1 to Year 8
- Years 1 to 8
- Bilingual or immersion provision
- Māori medium learning in Roimata Tōroa
The school offers learning in Māori medium for 127 tamariki , with teaching and learning in Roimata Tōroa
- Māori medium learning in Roimata Tōroa
What ERO wrote in its latest report
This is ERO’s report of 5 May 2026 — “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
North Street School provides education for students from Years 1 to Year 8. The school roll of 327 students includes 52% of learners who identify as Māori , 37% as New Zealand European/ Pākehā , 8% of Pacific heritage, and 3% as other diverse cultures. The school offers learning in Māori medium for 127 tamariki , with teaching and learning in Roimata Tōroa guided by the New Zealand Curriculum and supported by six kaiāwhina.
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
Improvement and progress
This section is about the progress the school has made since the December 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school evaluated how well the delivery of the North Street School curriculum promotes their shared vision and valued outcomes for Māori learners and supports success for all. The school expected students to be meaningfully engaged in learning, experience success in their academic achievement, and develop key competencies alongside a strong connection to their culture, language, and identity. Teaching and learning were expected to align with the school’s shared curriculum expectations in mathematics and literacy, supported by robust assessment practices to enable reliable moderation and reflect the deliberate use of learning progressions to inform teaching and strengthen learner outcomes.
Findings
Since the previous review, the school has strengthened collective understanding and use of learning progressions in literacy and mathematics and developed more consistent moderation practices that support more reliable overall teacher judgements in reading, writing, and mathematics. The delivery of the mathematics curriculum shows increased coherence across the school, with many learners demonstrating positive engagement in learning. Further strengthening alignment between teaching practice, assessment use, and curriculum expectations is required to reduce variability and ensure sustained, equitable outcomes that affirm ākonga culture, language, and identity.
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 skills in 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 1 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 64% 65 to 79% 80 to 90% Over 90%
Reading Most 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.
Rumaki/Reo Rua
Reading Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A large majority learners meet or exceed the expected curriculum level. Results are 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.
Less than half 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 not yet improving towards or beyond the target.
Chronic absence is reducing 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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 2030.
Rumaki/Reo Rua outcomes and conditions to support learner success
This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki/Reo Rua classroom/s within in English medium schools.
Learner success and wellbeing
Ākonga experience meaningful, locally centred learning, affirming their identity and cultural knowledge.
Ākonga are supported through increasingly effective teaching that enhances their engagement and progress in literacy and numeracy through The New Zealand Curriculum. Less than half of ākonga meet or exceed the regular attendance target.
Effective Te Tiriti aligned leadership strengthens culturally grounded practices, reciprocal partnerships, data informed improvement and resource investment.
Conditions to support learner success
Sustained collaboration with whānau, mana whenua , and the wider community support the continued development of a relevant curriculum reflecting ākonga identities, experiences and community.
Consistent use of assessment information, responsive scaffolding and orderly, collaborative learning environments meet the needs of a large majority of learners in Roimata Tōroa .
Investment in developing the capacity and capability of Kaiako and relevant resources, support ongoing improvement.
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
Learner engagement and confidence are supported by positive, collaborative relationships that contribute to a shared sense of belonging and purpose.
Learners benefit from a well-designed curriculum that provides breadth across learning areas and depth through coherent progressions, with consistent delivery of one hour of literacy and one hour of mathematics each day.
School leadership demonstrates the capability to lead strategic priorities with clarity, coherence, and a sustained focus on improvement and equity.
Leaders effectively build collective teacher capability through coherent professional learning and development, shared frameworks, collaborative inquiry, and consistent expectations across teams.
Leaders and teachers show growing proficiency in structured literacy and structured mathematics approaches, supporting greater consistency in teaching practice across the school.
Embedded inquiry and evaluation processes enable teachers to draw on evidence to refine practice, respond to learner needs, and strengthen teaching effectiveness.
Key priorities
Strengthen team-wide planning, teaching, and assessment practices to deliver consistent te reo Matatini instruction that enhances the acquisition of foundational skills for all ākonga in Roimata Tōroa.
Increase learner regular attendance through targeted support and responsive classroom practice.
Strengthen data analysis and reporting to consistently inform timely, targeted interventions for learners at risk of not achieving and to address inequity.
Develop a fully systematised, schoolwide evaluation and monitoring cycle that tracks the impact of leadership actions on learner outcomes.
Actions to bring about improvement
Within six months:
leaders and Kaiako investigate, co-design and implement a progressive reo ā-waha programme across Roimata Tōroa
leaders and teachers review and strengthen shared assessment practices to systematically analyse data, identify priority learners and implement targeted interventions
leaders establish shared indicators and baseline data to support evaluation and monitoring of learner progress and equity of outcomes
the North Street School Board and leaders analyse attendance data and feedback to identify priority attendance issues and implement initial adjustments to the attendance plan
Every six months:
leaders and Kaiako analyse reo ā-waha progress and achievement data to evaluate the effectiveness and impact of the programme implementation, make changes and resource as necessary
leaders and teachers use analysed data and moderation to monitor progress rates for priority learners and adjust teaching and support strategies
leaders and teachers review shared assessment practices and structured teaching approaches against agreed indicators of learner progress
the school Board and leaders analyse attendance data and feedback to evaluate the impact of attendance strategies and make required refinements
Annually:
leaders review and report to the school Board and whānau on the progress and impact of te reo Matatini in Roimata Tōroa
leaders report on the impact and sustainability of the key priorities
leaders use evaluation findings to inform strategic planning, resourcing and professional learning to strengthen equity and sustain schoolwide improvement.
Expected outcomes
Ākonga in Roimata Tōroa experience consistent, progressive, high-quality teaching and learning in te reo matatini , resulting in strengthened oral language and literacy capability in te reo Māori .
High quality data analysis informs timely, targeted teaching and interventions, accelerating progress for learners at risk of underachievement.
Learner engagement, attendance, and equity of outcomes increase through targeted classroom practice.
Schoolwide evaluation and monitoring are embedded and show clear leadership impact on learner outcomes.
Regulatory and legislative requirements
This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.
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
Provision for international students
This section is about the quality of the provision of education for international students enrolled at the school.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code.
No international students were enrolled at the time of the ERO review.
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
5 May 2026
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).