Renwick School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 424
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 26 Havelock Street, Renwick
- Territorial authority
- Marlborough District
- Phone
- 03-5728158
- office@renwick.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
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 does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
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.
- In their words
- Respectful · Resilient · Resourceful
- The three values that circle the logo were the most agreed-upon by our people — displaying who we are at Renwick, and what we aspire to be.
- International students
- Accepted, as stated
Renwick School warmly welcomes students from around the world. We take pride in the support we offer our international students, with a programme designed to make every language and cultural journey a success.
- Accepted, as stated
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
Our day began at Rarangi Beach, where our kapa haka group performed
- Lego Club
Renwick School’s Lego Club is much more than just building — it’s a powerful programme developing teamwork, communication, creativity, and problem-solving in small groups of students.
- kapa haka group
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 380
- Māori
- 72
- Pacific
- 9
- Asian
- 9
- MELAA
- 5
- Other
- 0
- 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 | 11 | 4 | 3 | 2 | 0 | 43 | 0 | 50 |
| Year 02 | 16 | 1 | 0 | 0 | 0 | 48 | 1 | 51 |
| Year 03 | 14 | 4 | 1 | 1 | 0 | 42 | 0 | 50 |
| Year 04 | 18 | 4 | 1 | 2 | 0 | 49 | 0 | 62 |
| Year 05 | 19 | 2 | 2 | 1 | 0 | 47 | 0 | 59 |
| Year 06 | 17 | 2 | 2 | 0 | 0 | 48 | 0 | 55 |
| Year 07 | 10 | 0 | 1 | 2 | 0 | 61 | 0 | 69 |
| Year 08 | 9 | 5 | 1 | 0 | 0 | 56 | 0 | 63 |
| Total | 114 | 22 | 11 | 8 | 0 | 394 | 1 | 459 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 11 | 3 | 3 | 2 | 0 | 41 | 0 | 47 |
| Age 06 | 16 | 2 | 0 | 0 | 0 | 49 | 1 | 53 |
| Age 07 | 14 | 4 | 1 | 1 | 0 | 43 | 0 | 51 |
| Age 08 | 17 | 4 | 1 | 1 | 0 | 48 | 0 | 59 |
| Age 09 | 19 | 2 | 2 | 1 | 0 | 47 | 0 | 60 |
| Age 10 | 16 | 1 | 2 | 1 | 0 | 46 | 0 | 53 |
| Age 11 | 11 | 1 | 1 | 2 | 0 | 51 | 0 | 59 |
| Age 12 | 6 | 4 | 1 | 0 | 0 | 52 | 0 | 59 |
| Age 13 | 4 | 1 | 0 | 0 | 0 | 17 | 0 | 18 |
| Total | 114 | 22 | 11 | 8 | 0 | 394 | 1 | 459 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
6.3%
| Renwick School | 6.3% |
|---|---|
| Marlborough Region | 36.2% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 13.4% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 7.3% |
| Total | 6.3% |
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%
| Renwick School | 0% |
|---|---|
| Marlborough Region | 4% |
| 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%
| Renwick 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)
- 449
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Small urban area
- Date opened
- 31 December 1860
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
- 20 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (6 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 6 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.
What this report states about the school
As stated in ERO’s report of 20 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 20 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
Renwick School provides education for learners in Years 1 to 8. The school’s roll is 482. The majority of learners identify as New Zealand European/ Pākehā , and 10% identify as Māori . The school’s vision and values are ‘Be respectful, be resilient, be resourceful, be the best you can be’.
Progress since April 2023 ERO report
ERO and the school were working together to evaluate how effectively the school’s developing vision and values were known, embedded and reflected across school practices. The school expected to see their vision and values visible in all aspects of school culture, including the school’s curriculum, and known and enacted by students.
The board and school leaders consulted widely the school’s community to support the development of their shared vision and values. Leaders and staff have used a range of approaches to build a shared understanding of the values and expectations for positive behaviour. These are well known by 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 good 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 is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use 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 small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics A small majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
The school is approaching 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 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 a number of priority groups of learners whose achievement and progress are reflected in the overall school achievement information.
The school is developing 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 not extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is not making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau 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
All learners benefit from high levels of support through ongoing monitoring and resourcing to meet individual needs; they experience a strong sense of belonging through positive relationships with staff.
Learners achieve best in mathematics; there is a need to accelerate progress for some priority learners, particularly in reading and writing.
School leadership is developing a clear strategic direction, with a strong focus on responding to new curriculum initiatives and related assessments.
Structured literacy approaches are well-embedded at some levels of the school; there is a focus on implementing a structured mathematics programme schoolwide.
Increased levels of learner engagement, progress and achievement is evident through a rich and broad curriculum that provides meaningful learning opportunities that meet learner needs and interests.
The school is developing a consistent approach to curriculum and assessment practices by providing staff with professional learning opportunities that are well-aligned to student learning priorities.
Leaders and the board are extending the use of a range of information and feedback to inform decision making for school improvement.
Key priorities and actions for improvement
The agreed next steps for the school are to:
foster a shared understanding of the curriculum, to ensure successful and consistent implementation throughout the school, including enhancing te reo Māori and tikanga Māori into learning programmes
maximise the use of assessment and real-time reporting tools to inform planning and strengthen effective communication with families
strengthen connections with the wider school community to ensure that their aspirations inform strategic planning and guide school improvement.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
access professional learning and development opportunities on the revised curriculum to create cohesive and consistent planning and teacher practice that reflects the school context
review and refine the use of assessment and reporting tools to align with the revised curriculum and effectively monitor learner progress and achievement
engage and consult with the wider community, including local iwi and hapū , to inform next steps for school improvement
Every six months:
collectively moderate, analyse and use data to report to the board and families, on the progress, attendance and achievement of all learners
meet and work alongside families and the wider community to sustain active participation in the planning and decision-making of the school
Annually:
evaluate and report to the board the impact of assessment strategies and the implementation of the revised curriculum on learner progress, attendance and achievement
gather and review the wider community voice, including local iwi and hapū , to inform the school’s future priorities and strategic direction.
Actions taken against these next steps are expected to result in:
cohesive and effective teaching, learning and assessment practices embedded throughout the school and aligned with the revised New Zealand Curriculum, including embedded te reo Māori and tikanga Māori practices
enhanced communication and effective reporting of learner progress and achievement in reading, writing and mathematics to families
refined strategic planning that clearly reflects the aspirations of the wider community and sets a clear direction for continued school improvement.
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)
20 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 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).