Queenstown Primary School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 514
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 20 Robins Road, Queenstown
- Territorial authority
- Queenstown-Lakes District
- Phone
- 03-4429120
- office@queenstown.school.nz
- Directions
- Get directions
Other schools nearby: schools in Otago
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
The prescribed school uniform is to be worn as outlined in the School Uniform Information brochure.
- Required
- Term dates
- Term 1, 2026: Monday 9 February to Thursday 2 April
Monday 9 February to Thursday 2 April
Year stated asTerm Dates for 2026
- Term 2, 2026: Monday 20 April to Friday 3 July
Term 2 Monday 20 April to Friday 3 July
Year stated asTerm Dates for 2026
- Term 3, 2026: Monday 20 July to Friday 25 September
Term 3 Monday 20 July to Friday 25 September
Year stated asTerm Dates for 2026
- Term 4, 2026: Monday 12 October to Friday 18 December
Term 4 Monday 12 October to Friday 18 December
Year stated asTerm Dates for 2026
- Term 1, 2026: Monday 9 February to Thursday 2 April
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 349
- Māori
- 34
- Pacific
- 13
- Asian
- 106
- MELAA
- 25
- Other
- 16
- International
- 1
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 | 3 | 6 | 1 | 0 | 28 | 1 | 41 |
| Year 02 | 5 | 0 | 13 | 3 | 1 | 44 | 0 | 64 |
| Year 03 | 5 | 1 | 15 | 8 | 3 | 33 | 0 | 62 |
| Year 04 | 5 | 2 | 10 | 3 | 5 | 38 | 0 | 62 |
| Year 05 | 5 | 1 | 23 | 3 | 1 | 58 | 0 | 85 |
| Year 06 | 6 | 3 | 21 | 3 | 3 | 54 | 0 | 82 |
| Year 07 | 6 | 3 | 18 | 3 | 5 | 72 | 0 | 96 |
| Year 08 | 7 | 4 | 23 | 4 | 13 | 61 | 0 | 94 |
| Total | 41 | 17 | 129 | 28 | 31 | 388 | 1 | 586 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 3 | 5 | 1 | 0 | 26 | 1 | 38 |
| Age 06 | 4 | 0 | 11 | 3 | 1 | 41 | 0 | 60 |
| Age 07 | 6 | 1 | 18 | 7 | 2 | 36 | 0 | 65 |
| Age 08 | 4 | 2 | 9 | 3 | 6 | 37 | 0 | 60 |
| Age 09 | 6 | 1 | 20 | 4 | 1 | 53 | 0 | 81 |
| Age 10 | 6 | 3 | 23 | 3 | 3 | 61 | 0 | 91 |
| Age 11 | 4 | 2 | 16 | 0 | 2 | 53 | 0 | 69 |
| Age 12 | 6 | 4 | 23 | 5 | 11 | 73 | 0 | 104 |
| Age 13 | 3 | 1 | 4 | 2 | 5 | 8 | 0 | 18 |
| Total | 41 | 17 | 129 | 28 | 31 | 388 | 1 | 586 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
53.3%
| Queenstown Primary School | 53.3% |
|---|---|
| Otago Region | 36.8% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 5% |
|---|---|
| Male | 95.4% |
| Māori | 52.4% |
| Pacific | 94.8% |
| Asian | 97.4% |
| Other | 66.8% |
| European/Pākehā | 32.4% |
| Total | 53.3% |
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%
| Queenstown Primary School | 0% |
|---|---|
| Otago Region | 4.6% |
| 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 | 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%
| Queenstown Primary School | 0% |
|---|---|
| Otago Region | 2% |
| 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 | 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)
- 402
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 28 April 1975
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
- 5
- Last reviewed
- 26 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (25 August 2023)
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 25 August 2023 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 26 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for a diverse range of Year 1 to 8 learners
- 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 514 — 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.
May 2019
602
Counted while ERO’s review team was at the school. Education Review Office, report of 23 July 2019
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 26 May 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.
About the School
Queenstown Primary School provides education for a diverse range of Year 1 to 8 learners. The school’s current roll is 569, with 5% Māori , 34% Asian and 61% European | Pākehā learners. It emphasises learners being at the centre of its decisions and practices in order to achieve its vision of “growing confident and future-focused learners.”
Progress since the August 2023 ERO report
The school and ERO worked together to evaluate the impact of a responsive, localised school learning programme on empowering diverse learners to achieve success.
The school expected to see:
learners achieving their personal best across learning areas through effective pedagogy and strong school/community partnerships
learners experiencing a curriculum that is relevant, student-centered, culturally connected, future-focused and characterised by Māori achieving success as Māori
build learning-focused partnerships with family and whānau centred on well-being, learning and progress.
During the course of the evaluation, students benefitted from opportunities to engage in learning with an increased emphasis on local bicultural narratives. Mana whenua stories and histories were effectively integrated into learning experiences based in the area, as well into the redevelopment of school environment, increasing bicultural partnerships.
Learning programmes include increased emphasis on mātauranga Māori, with expectations for learner progress in knowledge and use of te ao Māori, te reo Māori and tikanga Māori as they move through the school. Māori learner progress and achievement is equitable in literacy and mathematics. The school is focused on improving the progress and achievement of the growing numbers of English language learners.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? The school is working towards high levels of success and progress for all learners.
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 an increasingly consistent focus on supporting learners to gain 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
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 not yet equitable for all groups of learners.
Attendance
The school is approaching the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school has seen a significant recent increase in learners for whom English is their second language.
The school is developing good quality planning to increase the rate of progress for all groups of students.
The school has significantly 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 for 2030 and agrees this will need to be a key strategic priority.
Part B - Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Staff foster a positive and inclusive school culture.
Teachers know their learners well through engaging with them over a two-year class cycle.
Leaders and teachers are implementing steps to use a broadened range of progress and achievement information to improve learning outcomes.
Leaders are responsive to feedback from the school community.
The school is committed to strengthening connections to local tāhuhu kōrero and whenua | the history and place of the local area, so that they are reflected in the school environment and strengthen the bicultural partnership in learning programmes.
Key priorities and actions for improvement
The agreed next steps for the school are to:
implement evidence-based teaching and learning in literacy and mathematics
embed teaching, learning and assessment strategies to support increased progress and achievement for all learners, and particularly for target learners
further improve regular attendance for all learners to meet Government targets.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
utilise external and internal expertise to support teachers to further improve literacy and mathematics teaching practices
implement consistent modes of monitoring learner progress and achievement to inform overall teacher judgements, supported by effective moderation practices
implement strategies in partnership with the school community to encourage and sustain regular attendance.
Every six months:
further review the progress and impact of structured approaches in literacy and mathematics on learning and achievement for all learners, and particularly for target learners
review how well a range of achievement information is used to inform overall teacher judgements across the school and to plan next learning steps
monitor the impact of strategies used to improve regular attendance.
Annually:
analyse literacy and mathematics achievement information and use this to inform planning
evaluate the impact of teacher professional learning on literacy and mathematics achievement
evaluate patterns in attendance for all learners; use this information to identify next steps to continue to increase regular rates of attendance.
Actions taken against these next steps are expected to result in:
improved progress and achievement in mathematics and literacy for all learners, and particularly for target learners
improved achievement outcomes through using a broadened range of progress and achievement information
improved rates of regular attendance.
Background
The Education Review Office reviews schools that are signatories 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.
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.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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 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 Director of Schools (Acting)
26 May 2025
Education Counts
This 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 5 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).