Seatoun School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 383
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 59 Burnham Street, Seatoun, Wellington
- Territorial authority
- Wellington City
- Phone
- 04-3887600
- admin@seatoun.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington · schools in Wellington Region
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.
- Term dates
- Term 1, 2024: 26 January – 12 April
Term 1 – 26 January – 12 April
Year stated asTerm Dates 2024
- Term 2, 2024: 29 April – 5 July
Term 2 – 29 April – 5 July
Year stated asTerm Dates 2024
- Term 3, 2024: 22 July – 27 September
Term 3 – 22 July – 27 September
Year stated asTerm Dates 2024
- Term 4, 2024: 14 October – 17 December (final day of the year)
Term 4 – 14 October – 17 December (final day of the year)
Year stated asTerm Dates 2024
- Term 1, 2027: 29th January – 9th April
Term 1 – 29th January – 9th April
Year stated asTerm Dates 2027
- Term 2, 2027: 27th April – 2nd July
Term 2 – 27th April – 2nd July
Year stated asTerm Dates 2027
- Term 3, 2027: 19th July – 24th September
Term 3 – 19th July – 24th September
Year stated asTerm Dates 2027
- Term 4, 2027: 11th October – 16th December (final day of the year)
Term 4 – 11th October – 16th December (final day of the year)
Year stated asTerm Dates 2027
- Term 1, 2026: 2nd February – 2nd April
Term 1 – 2nd February – 2nd April
Year stated asTerm Dates 2026
- Term 2, 2026: 20th April – 3 July
Term 2 – 20th April – 3 July
Year stated asTerm Dates 2026
- Term 3, 2026: 20th July – 25th September
Term 3 – 20th July – 25th September
Year stated asTerm Dates 2026
- Term 4, 2026: 12th October – 16th December (final day of the year)
Term 4 -12th October – 16th December (final day of the year)
Year stated asTerm Dates 2026
- Term 1, 2024: 26 January – 12 April
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/2987
Please complete the [Enrolment Form](https://enrolments.linc-ed.com/apply/NZ/2987) and we will contact you regarding next steps.
- https://enrolments.linc-ed.com/apply/NZ/2987
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.
- International students
- Accepted, as stated
Seatoun School welcomes applications from International Fee paying students who are of the correct age and will be living with a parent.
- Accepted, as stated
- Voluntary donation
- $560 per year for the first child
The current donation is: - $560 per year [$140.00 per term] for the first child
- $560 per year for the first child
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 320
- Māori
- 31
- Pacific
- 16
- Asian
- 65
- MELAA
- 23
- Other
- 4
- International
- 2
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 | 3 | 5 | 2 | 0 | 46 | 0 | 52 |
| Year 02 | 3 | 3 | 4 | 2 | 1 | 42 | 0 | 47 |
| Year 03 | 5 | 3 | 10 | 2 | 1 | 31 | 0 | 43 |
| Year 04 | 4 | 2 | 6 | 4 | 3 | 44 | 0 | 51 |
| Year 05 | 5 | 2 | 10 | 1 | 1 | 35 | 0 | 44 |
| Year 06 | 0 | 3 | 11 | 5 | 1 | 41 | 0 | 51 |
| Year 07 | 1 | 3 | 9 | 2 | 0 | 47 | 0 | 52 |
| Year 08 | 1 | 1 | 15 | 1 | 0 | 42 | 0 | 48 |
| Total | 23 | 20 | 70 | 19 | 7 | 328 | 0 | 388 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 3 | 5 | 1 | 0 | 43 | 0 | 49 |
| Age 06 | 3 | 3 | 4 | 3 | 1 | 44 | 0 | 49 |
| Age 07 | 5 | 3 | 10 | 2 | 1 | 31 | 0 | 43 |
| Age 08 | 3 | 2 | 6 | 4 | 3 | 44 | 0 | 51 |
| Age 09 | 6 | 2 | 9 | 1 | 1 | 35 | 0 | 44 |
| Age 10 | 0 | 3 | 14 | 4 | 1 | 39 | 0 | 51 |
| Age 11 | 1 | 3 | 5 | 3 | 0 | 41 | 0 | 44 |
| Age 12 | 1 | 1 | 13 | 1 | 0 | 43 | 0 | 48 |
| Age 13 | 0 | 0 | 4 | 0 | 0 | 8 | 0 | 9 |
| Total | 23 | 20 | 70 | 19 | 7 | 328 | 0 | 388 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
7.8%
| Seatoun School | 7.8% |
|---|---|
| Wellington Region | 24.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 12.9% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 9.2% |
| Total | 7.8% |
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
0%
| Seatoun School | 0% |
|---|---|
| Wellington Region | 2.6% |
| 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%
| Seatoun School | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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)
- 356
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 1921
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
- 6
- Last reviewed
- 28 August 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (28 August 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 28 August 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 383 — 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.
September 2015
439
Counted while ERO’s review team was at the school. Education Review Office, report of 27 October 2015
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 28 August 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
Seatoun School is located in Wellington and provides education for students in Years 1 to 8. The school reflects Seatoun’s multicultural and international community. The school’s values of manaakitanga , perseverance, responsibility and akoranga (learning) reflect the community’s vision of ‘learning to know, to do, to live and to be.’
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 August 2022, ERO and the school worked together to evaluate how effectively interventions and programmes enhanced and contributed to learners’ hauora and learning for continuous and sustained improvement.
Expected Improvements and Findings
The school expects to see:
Sustained and increased rates of achievement for all learners through effective learning interventions and hauora programmes.
Well analysed achievement information shows excellent achievement at all levels of the school, with equitable outcomes for Māori and Pacific learners.
Deliberate, targeted and responsive learning interventions resulted in accelerated progress for identified groups of learners.
Culturally responsive approaches to teacher practice and learning, and increased staff, student and whānau knowledge and understanding of te ao Māori , contribute to learners’ hauora .
Knowledge and use of te reo Māori has increased through the school’s commitment to ongoing learning and implementation of programmes.
The development of a rich, localised curriculum that is designed to enhance learners’ sense of belonging, knowledge and understanding.
A comprehensive hauora curriculum guides teaching and supports learners’ wellbeing.
A thoughtfully designed hauora curriculum has been developed, trialled and in use.
Aligned appropriate programmes responsively support learners’ hauora at all levels of the school.
Other Findings
During the course of the evaluation, the school found that the focus on wellbeing was essential for learners to enable them to access the wider curriculum at the highest level.
The greatest shift in school practices that improved learner outcomes resulted from the upskilling of staff in te reo Māori ; this led to increased engagement and positive feedback from whānau .
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for learners are equitable and excellent.
Overall school achievement information for the past three years shows that almost all learners are meeting or exceeding curriculum expectations.
Inclusive and responsive teaching practices and programmes of learning strongly support students with additional needs lead to improved progress.
Learners report a strong sense of belonging and wellbeing, know that their cultures are valued and are able to confidently participate and make contributions in a range of contexts.
Attendance for all groups of students exceeds the Ministry of Education’s attendance targets with almost all students attending school regularly.
Conditions to support learner success
Leadership fosters a school culture committed to high quality teaching, and equity and excellence in learner outcomes and hauora .
Leaders use a suitable range of quality evidence about learners to evaluate the implementation of strategic targets.
Leaders and teachers collaboratively plan well-aligned next steps to improve learners’ achievement and hauora .
Excellent and equitable student outcomes are fostered through high quality professional leadership practices that continuously improve teaching.
Evidence-based and culturally responsive teaching practices provide students with purposeful and engaging learning opportunities.
Teachers work collaboratively to deliver high quality learning programmes that challenge and get students to apply new knowledge in a range of innovative ways.
Well targeted schoolwide professional learning and development deepens teachers’ knowledge, strengthens practice and improves students’ outcomes.
Teachers meaningfully demonstrate commitment to Te Tiriti o Waitangi by purposefully integrating te reo Māori, tikanga and mātauranga Māori throughout the curriculum to improve learning outcomes.
Planning for improvement is well informed by evidence and in partnership with the school’s community.
The board effectively represents and works strategically with the school community, including mana whenua , to collaboratively establish improvement priorities for student achievement and hauora .
Leaders and teachers draw on community resources to effectively develop a rich local curriculum to support and improve learners’ outcomes.
Parents and whānau are respected partners in learning; they are well informed and provided with many opportunities to support and actively collaborate in their child’s learning.
Part C: Where to next?
The agreed next steps for the school are to:
plan and implement a schoolwide professional learning focus on sustaining high levels of student engagement and achievement in writing
implement a responsive literacy support programme for students from Years 3 to 8
continue to strengthen student use of te reo Māori, tikanga Māori and mātauranga Māori learning across the school with a focus on increasing student and teacher capability.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
develop an implementation plan to guide teacher professional learning focused on further strengthening student engagement, achievement and accelerated progress in writing
undertake a review of literacy in the middle and senior school; prioritise and plan for students who require broad learning support
review the delivery of te reo, tikanga Māori and mātauranga Māori learning across the school; develop a plan that will continue to strengthen and sustain the capability of staff and students.
Every six months:
review professional practice through teachers’ observation and learner outcomes in writing to analyse and report progress and planned future actions to the board
monitor and report the progress of targeted groups who are receiving specialised support in both structured literacy and broader literacy interventions to their whānau and the board
continue to measure and monitor progress with the improved use and capability of staff and learners in te reo Māori, tikanga Māori and mātauranga Māori though observations and teacher and student reflections.
Annually:
analyse and report schoolwide progress and achievement in writing, including that of identified learners; use this data to report to the board, and to strategically plan further improvement actions
review the progress of students identified as needing literacy support; identify initiatives that have been most successful in accelerating progress and include these in strategic planning
assess staff and students to measure capability and capacity in te reo Māori, tikanga Māori and mātauranga Māori learning across the school; review and strategically plan next steps.
Actions taken against these next steps are expected to result in:
improved and sustained student achievement outcomes and accelerated progress in writing
learners who confidently and successfully apply literacy strategies in their learning
strengthened capability of staff and learners in te reo Māori, tikanga Māori and mātauranga Māori learning.
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
28 August 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 6 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).