Remarkables Primary School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 417
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 49 Lake Avenue, Frankton, Queenstown
- Territorial authority
- Queenstown-Lakes District
- Phone
- 03-4414044
- office@remarkables.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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 302
- Māori
- 25
- Pacific
- 19
- Asian
- 86
- MELAA
- 8
- 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 | 4 | 4 | 7 | 3 | 0 | 27 | 0 | 38 |
| Year 02 | 6 | 2 | 14 | 3 | 1 | 38 | 0 | 56 |
| Year 03 | 7 | 5 | 9 | 1 | 1 | 43 | 0 | 53 |
| Year 04 | 5 | 1 | 7 | 1 | 2 | 31 | 0 | 41 |
| Year 05 | 1 | 1 | 12 | 1 | 0 | 39 | 0 | 51 |
| Year 06 | 5 | 6 | 9 | 2 | 0 | 45 | 0 | 57 |
| Year 07 | 5 | 3 | 9 | 2 | 2 | 55 | 0 | 68 |
| Year 08 | 10 | 8 | 11 | 5 | 0 | 56 | 0 | 80 |
| Total | 43 | 30 | 78 | 18 | 6 | 334 | 0 | 444 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 4 | 6 | 3 | 0 | 24 | 0 | 34 |
| Age 06 | 6 | 2 | 12 | 3 | 0 | 32 | 0 | 47 |
| Age 07 | 8 | 3 | 9 | 1 | 2 | 49 | 0 | 60 |
| Age 08 | 5 | 3 | 8 | 1 | 2 | 32 | 0 | 43 |
| Age 09 | 1 | 1 | 12 | 1 | 0 | 40 | 0 | 52 |
| Age 10 | 5 | 5 | 11 | 2 | 0 | 43 | 0 | 57 |
| Age 11 | 5 | 4 | 7 | 1 | 1 | 48 | 0 | 58 |
| Age 12 | 5 | 3 | 8 | 4 | 1 | 51 | 0 | 64 |
| Age 13 | 5 | 5 | 5 | 2 | 0 | 15 | 0 | 29 |
| Total | 43 | 30 | 78 | 18 | 6 | 334 | 0 | 444 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
23.6%
| Remarkables Primary School | 23.6% |
|---|---|
| Otago Region | 36.8% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 43.5% |
| Māori | 34.9% |
| Pacific | 0% |
| Asian | 0% |
| Other | 221% |
| European/Pākehā | 9.1% |
| Total | 23.6% |
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
0%
| Remarkables 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%
| Remarkables 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)
- 397
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 1 February 2010
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
- 22 May 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (22 May 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 same report — the board assurance report of 22 May 2023 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO and the board have identified the following areas of non-compliance during the board assurance process:
The board needs to adopt and review a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community.
[ Section 91 Education and Training Act 2020 ].
The board has not yet addressed the areas of non-compliance identified.
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 417 — 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.
February 2019
549
Counted while ERO’s review team was at the school. Education Review Office, report of 12 April 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 22 May 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 10 months of the Education Review Office and Remarkables Primary 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
Remarkables Primary School is located in Frankton, Queenstown. The school provides education for students in years 1 – 8. A new Principal was appointed at the start of 2022. Their mission is to nurture, inspire and grow remarkable learners.
Remarkables Primary School’s strategic priorities for improving outcomes for learners are:
to implement a cohesive structured literacy approach
to strengthen Positive Behaviour 4 Learning across the school.
You can find a copy of the school’s strategic and annual plan on Remarkables Primary School’s website.
ERO and the school are working together to evaluate how effectively structured literacy is improving reading and writing outcomes for all learners, with a particular focus on those students not yet meeting achievement expectations.
The rationale for selecting this evaluation is:
having trialled a number of structured literacy platforms, school leaders wish to transition to a localised version of structured literacy that is coherent, effective and embedded across the school
school leaders have identified learners’ progress and achievement in literacy as a priority, following the impact of COVID conditions on attendance and achievement at the school.
The school expects to see:
an increasingly cohesive curriculum design for literacy learning across the school
improved reading and writing outcomes for all students, particularly those students not yet meeting achievement expectations
equitable outcomes for Māori learners.
Strengths
The school can draw from the following strengths to support its goal to evaluate how effectively structured literacy is improving reading and writing outcomes for all learners:
high quality analysis of progress and achievement information is used by leaders and teachers to know the learners, inform team planning and design programmes for targeted support that respond to learners’ needs
strategic intervention and support for neurodiverse students and other students who are yet to meet progress and achievement expectations
high expectations for excellent and equitable learning outcomes across the school.
Where to next?
Moving forward, the school will prioritise:
teaching staff continuing to grow their knowledge of structured literacy to embed high quality and consistent professional practice across the school
review curriculum documentation to reflect new teaching practices and to provide clarity and guidance for teachers and all other stakeholders
sharing information with the community to ensure the school’s new approach to literacy is well understood by whānau , to inform and strengthen their engagement with children’s learning.
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.
Shelley Booysen Director of Schools
22 May 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 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).