Roslyn School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 394
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Kipling Street, Roslyn, Palmerston North
- Territorial authority
- Palmerston North City
- Phone
- 06-3579946
- office@roslyn.school.nz
- Website
- http://www.roslyn.school.nz
- Directions
- Get directions
Other schools nearby: schools in Palmerston North · schools in Manawatū-Whanganui
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
Thermals or singlets worn under school uniform should be plain navy in colour especially if they can be seen e.g. thermals showing the sleeves when wearing the school polo
- Required
- Term dates
- Term 1, 2026: Wednesday 4th February - Thursday 2nd April
Term 1: Wednesday 4th February - Thursday 2nd April
Year stated asTerm Dates: 2026
- Term 2, 2026: Monday 20th April - Friday 3rd July
Term 2: Monday 20th April - Friday 3rd July
Year stated asTerm Dates: 2026
- Term 3, 2026: Monday 20th July - Friday 25th September
Term 3: Monday 20th July - Friday 25th September
Year stated asTerm Dates: 2026
- Term 4, 2026: Monday 12th October - Tuesday 15th December
Term 4: Monday 12th October - Tuesday 15th December
Year stated asTerm Dates: 2026
- Term 1, 2027: Monday 1st February - Friday 9th April
Term 1: Monday 1st February - Friday 9th April
Year stated as2027 Term Dates:
- Term 2, 2027: Tuesday 27th April - Friday 2nd July
Term 2: Tuesday 27th April - Friday 2nd July
Year stated as2027 Term Dates:
- Term 3, 2027: Monday 19th July - Friday 24th September
Term 3: Monday 19th July - Friday 24th September
Year stated as2027 Term Dates:
- Term 4, 2027: Monday 11th October - Wednesday 15th December
Term 4: Monday 11th October - Wednesday 15th December
Year stated as2027 Term Dates:
- Term 1, 2026: Wednesday 4th February - Thursday 2nd April
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
- Senior Choir
Our Senior Choir is open for Year 5-8 students to join.
- dance group
In recent years, we have formed a dance group each year to perform at Dance NZ Made.
- Jump Jam Roopu
we offer a weekly lunchtime session for any of our students to participate in a Jump Jam Roopu
- school band
Through EPIC Music Academy we are able to provide opportunities for all of our ākonga to learn the foundations in music, an instrument or even be part of a school band.
- Senior Choir
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 188
- Māori
- 181
- Pacific
- 67
- Asian
- 61
- MELAA
- 10
- 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 | 19 | 6 | 17 | 1 | 0 | 26 | 0 | 51 |
| Year 02 | 13 | 5 | 2 | 0 | 0 | 19 | 0 | 29 |
| Year 03 | 20 | 10 | 11 | 0 | 0 | 23 | 0 | 48 |
| Year 04 | 14 | 4 | 5 | 3 | 0 | 19 | 0 | 40 |
| Year 05 | 25 | 12 | 8 | 2 | 0 | 28 | 0 | 57 |
| Year 06 | 14 | 6 | 7 | 2 | 0 | 27 | 0 | 47 |
| Year 07 | 25 | 13 | 12 | 2 | 0 | 23 | 0 | 61 |
| Year 08 | 11 | 4 | 8 | 1 | 0 | 11 | 0 | 29 |
| Total | 141 | 60 | 70 | 11 | 0 | 176 | 0 | 362 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 18 | 6 | 16 | 0 | 0 | 22 | 0 | 46 |
| Age 06 | 13 | 5 | 3 | 1 | 0 | 23 | 0 | 33 |
| Age 07 | 21 | 10 | 11 | 0 | 0 | 23 | 0 | 49 |
| Age 08 | 14 | 5 | 5 | 3 | 0 | 19 | 0 | 41 |
| Age 09 | 22 | 10 | 7 | 2 | 0 | 27 | 0 | 52 |
| Age 10 | 18 | 6 | 8 | 2 | 0 | 29 | 0 | 51 |
| Age 11 | 23 | 13 | 13 | 2 | 0 | 20 | 0 | 59 |
| Age 12 | 10 | 5 | 5 | 1 | 0 | 11 | 0 | 27 |
| Age 13 | 2 | 0 | 2 | 0 | 0 | 2 | 0 | 4 |
| Total | 141 | 60 | 70 | 11 | 0 | 176 | 0 | 362 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
27.8%
| Roslyn School | 27.8% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 41.9% |
|---|---|
| Male | 10.4% |
| Māori | 47.7% |
| Pacific | 83.6% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 40.8% |
| Total | 27.8% |
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
21.2%
| Roslyn School | 21.2% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 12.4% |
|---|---|
| Male | 32.7% |
| Māori | 53.6% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 16% |
| Total | 21.2% |
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
21.2%
| Roslyn School | 21.2% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 12.5% |
|---|---|
| Male | 32.7% |
| Māori | 53.9% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 16.1% |
| Total | 21.2% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 518
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 25 January 1953
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
- 16 September 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (16 September 2024)
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 16 September 2024 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 394 — 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 2018
341
Counted while ERO’s review team was at the school. Education Review Office, report of 6 April 2018
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 16 September 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
Roslyn School is a full primary located in Palmerston North. The school aspires to achieve positive outcomes for all learners and their community. They seek to develop a sense of pride and progress for learners in their academic, cultural, behavioural, social and developmental learning.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the previous ERO report of September 2022, the school has focused on evaluating how well delivery of the school’s literacy curriculum achieves equitable and excellent outcomes for learners in Years 1 to 4.
Expected Improvements and Findings
The school expected to see:
Purposeful student engagement in learning and a positive progress for learners in Years 1 to 4 in literacy.
Students engage successfully in early literacy learning, make positive progress in reading, and develop sound foundational knowledge.
Robust use of assessment information to meet the many different needs of learners.
Comprehensive literacy assessments have been implemented over time that provide accurate information for staff to plan, track and report learner progress and achievement .
The schools’ localised curriculum is documented over time to reflect shared expectations for teaching and learning in delivery of the literacy curriculum.
Comprehensive expectations of teaching and learning of structured literacy ensure learners experience consistent practice matched to their individual needs.
Other Findings
The greatest shift that occurred in response to the school’s actions is the implementation of a structured approach to literacy. This approach has strengthened teaching practice and reflected increasingly positive outcomes for learners across the school.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Learner outcomes are increasingly equitable and excellent.
The majority of learners achieve at curriculum expectations in reading, writing and mathematics.
Māori learners achieve similar outcomes to their non- Māori peers in reading and disparity in mathematics at the beginning of 2024 has reduced mid-year; gaining equitable outcomes for Māori learners in writing is an identified priority for the school to address.
The school is yet to meet the Ministry of Education’s attendance target for regular attendance; a range of well-considered actions taken by the school has impacted positively; the number of learners identified with chronic or moderate absenteeism in 2024 has reduced.
Learners’ cultural heritage is acknowledged and celebrated, fostering wellbeing in a highly inclusive learning environment; students have a strong sense of belonging.
Conditions to support learner success
Leaders effectively foster and sustain a culture committed to achieving positive outcomes for learners.
Leaders have established sound organisational structures and processes that support a collective response to achieve the school’s strategic goals and targets.
Learner outcomes, engagement and achievement have improved as the result of senior leaders use of evidence to inform relevant priorities.
Leaders effectively facilitate professional learning and development (PLD), and guide teaching teams, to strengthen conditions for positive learning and engagement.
Staff participation in relevant PLD has strengthened intentional teacher practice and increased learner engagement, progress and achievement.
Positive interactions between teachers, students and their peers to encourage purposeful learner engagement.
Well considered development of the school’s curriculum priorities has strengthened opportunities for students to engage in purposeful learning.
The school’s curriculum reflects and values the distinctive cultural heritage of learners; students see, hear, and experience contextual learning, that celebrates mātauranga Māori , value Pacific identity, and is inclusive of the wide range of cultures in the school.
Key conditions for learning are increasingly achieving positive outcomes for learners.
Strategic goals and targets align relevant priorities to achieve positive outcomes for learners and meet the aspirations of the community.
Board members reflect and serve their community well in delivery of their key roles and responsibilities; reported information is used appropriately to inform resourcing decisions, reflecting the needs of learners and staff.
Effective co-ordination and resourcing of learning support ensures a comprehensive response for students identified with additional and complex needs.
Parents and whānau are welcomed in an inclusive environment; opportunities are suitably provided to give, and receive information, to support learner outcomes.
Part C: Where to next?
The agreed next steps for the school are to:
leaders, teachers and trustees continue to implement existing strategies and explore further opportunities to strengthen student attendance
staff continue to embed structured literacy approaches, and monitor and gather individual and team data to evaluate the impact on learner outcomes over time
curriculum leaders, in conjunction with an external PLD provider, will develop a consistent structured approach in delivery of writing, that raises achievement and addresses the current disparity for Māori learners.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
leaders will continue to gather and analyse attendance information to evaluate the impact of their actions on raising attendance
leaders will gather and analyse progress information in reading and writing to determine the impact of teaching and learning on improving learner outcomes
Annually: reporting and framing further actions?
leader’s statement of variance will report the impact of embedding structured literacy approaches on outcomes for learners
leaders will gather information from staff and students to evaluate how well changes in delivery of a structure writing approach is reflective of agreed expectations and impacting on reducing disparity and raising achievement.
Actions taken against these next steps are expected to result in:
improved rates of attendance continue to increase and are sustained over time
effective teaching and learning in approaches to structured literacy ensures learners develop comprehensive knowledge and skills that achieve positive achievement outcomes
shared approaches in delivery of the revised writing curriculum ensures effective teaching and learning practices achieve equitable outcomes, raise and sustain overall achievement.
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 Evaluation 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
Shelley Booysen Director of Schools
16 September 2024
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 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).