Selwyn Park School
Contributing · State
- Year levels
- 1–6
- Total roll
- 143
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 38 Onslow Street, Dargaville
- Territorial authority
- Kaipara District
- Phone
- 09-4398888
- admin@sel-pk.ac.nz
- Directions
- Get directions
Other schools nearby: schools in Northland
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
- Children attending Selwyn Park School will be given the opportunities to develop the skills to make positive life choices, which will enhance their physical, mental, social, cultural and emotional development.
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
- Swimming Club
Swimming Club takes place at the Town Pool on Monday nights.
- rugby
The school has very strong rugby and netball teams that are run by willing parents during the winter months.
- netball
The school has very strong rugby and netball teams that are run by willing parents during the winter months.
- Swimming Club
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 64
- Māori
- 102
- Pacific
- 37
- Asian
- 4
- MELAA
- 0
- 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 | 13 | 4 | 1 | 0 | 0 | 6 | 0 | 18 |
| Year 02 | 17 | 9 | 1 | 0 | 0 | 8 | 0 | 22 |
| Year 03 | 14 | 7 | 1 | 1 | 0 | 6 | 0 | 22 |
| Year 04 | 21 | 5 | 1 | 0 | 0 | 18 | 0 | 28 |
| Year 05 | 27 | 7 | 0 | 0 | 0 | 9 | 0 | 31 |
| Year 06 | 17 | 6 | 1 | 0 | 0 | 9 | 0 | 23 |
| Year 07 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 2 |
| Total | 110 | 39 | 5 | 1 | 0 | 57 | 0 | 146 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 14 | 4 | 1 | 0 | 0 | 7 | 0 | 19 |
| Age 06 | 18 | 10 | 1 | 0 | 0 | 8 | 0 | 23 |
| Age 07 | 11 | 5 | 1 | 1 | 0 | 5 | 0 | 19 |
| Age 08 | 22 | 6 | 1 | 0 | 0 | 18 | 0 | 29 |
| Age 09 | 26 | 7 | 0 | 0 | 0 | 10 | 0 | 31 |
| Age 10 | 18 | 6 | 1 | 0 | 0 | 8 | 0 | 23 |
| Age 11 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 2 |
| Total | 110 | 39 | 5 | 1 | 0 | 57 | 0 | 146 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
41.1%
| Selwyn Park School | 41.1% |
|---|---|
| Northland Region | 52% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 69.4% |
| Māori | 52% |
| Pacific | 84.7% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 41.1% |
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%
| Selwyn Park School | 0% |
|---|---|
| Northland Region | 6.5% |
| Contributing | 3.5% |
| 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%
| Selwyn Park School | 0% |
|---|---|
| Northland Region | 2.7% |
| Contributing | 1.5% |
| 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)
- 542
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1958
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
- 11 March 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (11 March 2025)
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 11 March 2025 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 143 — 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 2019
126
Counted while ERO’s review team was at the school. Education Review Office, report of 1 July 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 11 March 2025 — “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
Selwyn Park School in Dargaville provides education for learners in Years 1 to 6. The school aims to give students opportunities to develop the skills to make positive life choices.
There are two parts to this report.
Part A: 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 B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Some students are engaged, progressing and achieving at expected levels.
The majority of learners achieve at or above expected curriculum levels in reading and writing, and most learners achieve at expected levels in mathematics.
The school has yet to achieve equitable outcomes for all Pacific learners in reading and writing.
Positive and trusting relationships between teachers and learners enhance learner wellbeing and inclusion.
The school does not yet meet the Ministry of Education attendance target for 2024.
Conditions to support learner success
Leadership is beginning to set and pursue improvement focused goals.
Leadership is establishing relational trust at every level of the school to support collaboration and focus on improvement goals for learner success.
Leaders are beginning to introduce a professional growth cycle for teachers aligned to teaching and learning goals; a key next step is to link professional development to the school’s improvement goals and learner need.
Teachers are taking steps to provide a responsive curriculum.
Students benefit from orderly and settled environments in which learning time is maximised.
Teachers are beginning to use assessment information to support next steps for teaching and learning; a priority is to ensure the consistent use of reliable assessment tools schoolwide.
Teachers, particularly in the junior school, implement specific initiatives to respond to learners’ strengths and needs; learners with additional learning needs are well supported with targeted resourcing and learning assistance.
Key conditions are beginning to be put in place to create successful outcomes for learners.
Leaders, the school board, and staff recognise and celebrate the unique status of tangata whenua; these connections support learners to have a strong sense of identity and belonging.
Parents are regularly included in conversations about their children’s learning, as respected partners in the learning process.
The board effectively serves and works with the school community, including mana whenua , to seek their aspirations for the future direction of the school.
Part B: Where to next?
The agreed next steps for the school are to:
implement structured literacy programmes and curriculum expectations to support teaching and learning and improve learner outcomes
continue to reduce achievement disparity for Pacific learners in literacy and increase achievement outcomes for all learners
regularly collect and report on progress and achievement and attendance rates to the board, parents and whānau
provide professional learning opportunities for teachers to discuss, reflect and collaborate on their practice particularly to improve outcomes for learners at risk of not achieving.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
plan strategic actions to increase rates of attendance and improve achievement outcomes for all learners including Pacific learners
access and implement professional development in structured literacy
strengthen schoolwide documentation and professional learning goals for teachers to focus on learners needing extra support and identify the specific support required
Every six months:
monitor and report to parents and the board rates of student progress and attendance and adjust planned responses as necessary
review and implement curriculum expectations that support effective assessment processes and teaching and learning; monitor how well teachers are using these expectations to improve learner outcomes
monitor and evaluate how well professional learning opportunities support teachers to collaborate, reflect on their practice and improve teaching and learning
Annually:
report to the board the annual and over time progress and achievement of Pacific learners, and other targeted groups of students in literacy
report to the board the school’s attendance trends and patterns against the Ministry of Education targets and the school’s strategic plan.
Actions taken against these next steps are expected to result in:
higher levels of achievement and attendance for all learners
improved parity for Pacific learners in their academic achievement
a well-developed school curriculum and teaching and learning processes.
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
Sharon Kelly Acting Director of Schools
11 March 2025
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement.
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).