Redwoodtown School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 308
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 90 Cleghorn Street, Redwoodtown, Blenheim
- Territorial authority
- Marlborough District
- Phone
- 03-5785200
- office@redwoodtown.school.nz
- Directions
- Get directions
Other schools nearby: schools in Marlborough
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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 175
- Māori
- 75
- Pacific
- 44
- Asian
- 53
- MELAA
- 15
- 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 | 15 | 9 | 11 | 1 | 0 | 25 | 0 | 50 |
| Year 02 | 12 | 5 | 4 | 2 | 1 | 27 | 0 | 42 |
| Year 03 | 10 | 6 | 6 | 1 | 0 | 23 | 0 | 35 |
| Year 04 | 9 | 4 | 6 | 0 | 1 | 24 | 0 | 33 |
| Year 05 | 8 | 6 | 3 | 1 | 1 | 18 | 0 | 32 |
| Year 06 | 11 | 3 | 10 | 3 | 1 | 26 | 0 | 45 |
| Year 07 | 8 | 4 | 6 | 3 | 1 | 16 | 0 | 32 |
| Year 08 | 10 | 4 | 4 | 2 | 0 | 24 | 0 | 40 |
| Total | 83 | 41 | 50 | 13 | 5 | 183 | 0 | 309 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 14 | 9 | 7 | 1 | 0 | 25 | 0 | 45 |
| Age 06 | 12 | 5 | 6 | 1 | 1 | 25 | 0 | 41 |
| Age 07 | 11 | 6 | 4 | 2 | 0 | 24 | 0 | 36 |
| Age 08 | 6 | 4 | 8 | 0 | 1 | 21 | 0 | 33 |
| Age 09 | 10 | 5 | 4 | 1 | 1 | 21 | 0 | 33 |
| Age 10 | 10 | 4 | 11 | 3 | 1 | 26 | 0 | 46 |
| Age 11 | 9 | 4 | 5 | 3 | 1 | 14 | 0 | 31 |
| Age 12 | 9 | 3 | 5 | 2 | 0 | 20 | 0 | 36 |
| Age 13 | 2 | 1 | 0 | 0 | 0 | 7 | 0 | 8 |
| Total | 83 | 41 | 50 | 13 | 5 | 183 | 0 | 309 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
118%
| Redwoodtown School | 118% |
|---|---|
| Marlborough Region | 36.2% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 68.8% |
|---|---|
| Male | 168.9% |
| Māori | 272.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | 84% |
| European/Pākehā | 97.6% |
| Total | 118% |
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
12.1%
| Redwoodtown School | 12.1% |
|---|---|
| Marlborough Region | 4% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 25% |
| Māori | 22.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 9.4% |
| Total | 12.1% |
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%
| Redwoodtown School | 0% |
|---|---|
| Marlborough Region | 1% |
| 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)
- 493
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 11 September 1912
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
- 4 April 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (4 April 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 4 April 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.
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 308 — 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 2017
299
Counted while ERO’s review team was at the school. Education Review Office, report of 30 June 2017
February 2013
285
Counted while ERO’s review team was at the school. Education Review Office, report of 23 April 2013
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 4 April 2023 — “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 12 months of the Education Review Office and Redwoodtown 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
Redwoodtown School is a full primary school situated on the outskirts of Blenheim. The school’s vision of Effective Learners, Effective Citizens aims to provide students with learning opportunities to enable them to contribute positively to the society in which they live, now and in the future.
Redwoodtown School ’s strategic priorities for improving outcomes for learners are:
to provide learning pathways for confident, engaged and connected learners
to build learning focused partnerships in and out of school
staff collaborating to shape responsive learning environments.
You can find a copy of the school’s strategic and annual plan on Redwoodtown School’s website.
ERO and the school are working together to evaluate the impact of a balanced back-to-basics approach in the teaching of mathematics, especially number knowledge for accelerated progress across the school.
The rationale for selecting this evaluation is:
teachers’ reflective practice around learner progress and achievement in mathematics indicated the need for explicit teaching of place value and number knowledge across the school and to include parents and whānau as partners in the learning focus.
The school expects to see:
learners increasing their knowledge and understanding in number leading to improved confidence in mathematics
opportunities for learning partnerships with whānau to enable opportunities for them to participate as partners in their children’s learning
learners making consistent and sustained progress in their mathematics achievement
teachers having agency to apply their capabilities and strengths in mathematics.
Strengths
The school can draw from the following strengths to support its goal to evaluate the impact of a balanced, back-to-basics approach in the teaching of mathematics:
an experienced team that supports teachers through respectful strength-based leadership
teachers who analyse learners’ progress and achievement and use the data to inquire into their practice
Teachers who use an established cycle of data monitoring to provide useful feedback to learners about their progress and goals.
Moving forward, the school will prioritise:
progressive learning pathways in mathematics so that students are well prepared for a successful transition into college
parents and whānau participating at school as valued partners in their children’s learning
innovative ways to embed culturally responsive practices in order to sustain continual improvement across the school.
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.
Kathy Lye Acting Director Review and Improvement Services (Southern) Southern Region | Te Tai Tini
4 April 2023
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).