Stratford Primary School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 430
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Regan Street, Stratford
- Territorial authority
- Stratford District
- Phone
- 06-7656938
- office@sps.kiwi.nz
- Directions
- Get directions
Other schools nearby: schools in Taranaki
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
- Parents, whānau and staff developed a vision where we hope our tamariki grow up to be the best they can be. We want our tamariki to be outstanding young adults who demonstrate confidence in themselves, are resilient to cope with life challenges and want to keep learning.
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
- hockey
Over the winter months the children can be seen representing the school in hockey, netball and basketball.
- netball
Over the winter months the children can be seen representing the school in hockey, netball and basketball.
- basketball
Over the winter months the children can be seen representing the school in hockey, netball and basketball.
- golf days
there are various tournaments and events run, which we attend including golf days, both girls and boys cricket, rippa rugby and sevens rugby, and the tough guy/girl challenges
- both girls and boys cricket
there are various tournaments and events run, which we attend including golf days, both girls and boys cricket, rippa rugby and sevens rugby, and the tough guy/girl challenges
- rippa rugby
there are various tournaments and events run, which we attend including golf days, both girls and boys cricket, rippa rugby and sevens rugby, and the tough guy/girl challenges
- sevens rugby
there are various tournaments and events run, which we attend including golf days, both girls and boys cricket, rippa rugby and sevens rugby, and the tough guy/girl challenges
- tough guy/girl challenges
there are various tournaments and events run, which we attend including golf days, both girls and boys cricket, rippa rugby and sevens rugby, and the tough guy/girl challenges
- annual sports exchanges (Year 5-8)
we have various annual sports exchanges (Year 5-8) as well as our own school swimming, athletics, triathlon and cross country days
- school swimming
we have various annual sports exchanges (Year 5-8) as well as our own school swimming, athletics, triathlon and cross country days
- athletics
we have various annual sports exchanges (Year 5-8) as well as our own school swimming, athletics, triathlon and cross country days
- triathlon
we have various annual sports exchanges (Year 5-8) as well as our own school swimming, athletics, triathlon and cross country days
- cross country days
we have various annual sports exchanges (Year 5-8) as well as our own school swimming, athletics, triathlon and cross country days
- hockey
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 348
- Māori
- 118
- Pacific
- 24
- Asian
- 21
- MELAA
- 10
- Other
- 2
- 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 | 0 | 4 | 2 | 1 | 42 | 0 | 50 |
| Year 02 | 18 | 5 | 2 | 3 | 0 | 39 | 0 | 54 |
| Year 03 | 13 | 3 | 2 | 0 | 1 | 42 | 0 | 49 |
| Year 04 | 13 | 6 | 3 | 3 | 0 | 42 | 0 | 54 |
| Year 05 | 23 | 2 | 4 | 3 | 0 | 45 | 0 | 57 |
| Year 06 | 18 | 4 | 0 | 2 | 0 | 49 | 0 | 57 |
| Year 07 | 18 | 3 | 3 | 1 | 0 | 53 | 0 | 61 |
| Year 08 | 17 | 3 | 3 | 2 | 0 | 51 | 0 | 62 |
| Total | 133 | 26 | 21 | 16 | 2 | 363 | 0 | 444 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 11 | 0 | 3 | 1 | 1 | 38 | 0 | 43 |
| Age 06 | 19 | 5 | 3 | 4 | 0 | 42 | 0 | 59 |
| Age 07 | 14 | 3 | 2 | 0 | 1 | 43 | 0 | 51 |
| Age 08 | 13 | 6 | 3 | 3 | 0 | 42 | 0 | 54 |
| Age 09 | 23 | 3 | 4 | 3 | 0 | 44 | 0 | 57 |
| Age 10 | 18 | 3 | 0 | 2 | 0 | 50 | 0 | 57 |
| Age 11 | 17 | 3 | 3 | 1 | 0 | 47 | 0 | 54 |
| Age 12 | 14 | 1 | 2 | 1 | 0 | 41 | 0 | 47 |
| Age 13 | 4 | 2 | 1 | 1 | 0 | 16 | 0 | 22 |
| Total | 133 | 26 | 21 | 16 | 2 | 363 | 0 | 444 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
93.6%
| Stratford Primary School | 93.6% |
|---|---|
| Taranaki Region | 41.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 27.8% |
|---|---|
| Male | 159.2% |
| Māori | 196% |
| Pacific | 60.7% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 100.8% |
| Total | 93.6% |
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
5%
| Stratford Primary School | 5% |
|---|---|
| Taranaki Region | 4.1% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 10.1% |
|---|---|
| Male | 0% |
| Māori | 19.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 5% |
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%
| Stratford Primary School | 0% |
|---|---|
| Taranaki Region | 1.6% |
| 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)
- 488
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1882
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 August 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (1 August 2022)
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 1 August 2022 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 August 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
has 455 students in Years 1 to 8
- Years 1 to 8
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 430 — 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 2018
426
Counted while ERO’s review team was at the school. Education Review Office, report of 25 June 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 20 August 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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the School
Stratford Primary School has 455 students in Years 1 to 8 of whom 29% are Māori , 62% New Pākehā | New Zealand European, with small numbers from other ethnicities.
The school’s vision for learners is to AIM HIGH, to be the best I can be. The mission of AIM High is for all learners to demonstrate Manaakitanga through their shared values of respect for self, respect for others and respect for the environment.
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
Improvement and progress
This section is about the progress the school has made since the August 2022 ERO report. It includes an explanation of the expected improvements and findings .
Expected improvements
ERO and the school worked together to evaluate how well teaching and learning of literacy increases student engagement and leads to equity and excellence for learners. The school expected to see learners’ engagement and progress in writing improve and teachers engaging in inquiry to enhance their professional practice and develop effective strategies aimed improving outcomes for learners.
Findings
Participation in professional learning and development (PLD) for teachers strengthened their understanding of effective writing strategies. Leaders provided opportunities teachers to learn from external specialists and share effective writing strategies. Writing strategies are reviewed and used to inform development of a framework to guide agreed practice.
Most priority learners achieve at the expected level or have accelerated their progress in writing. Nearly half of these learners achieved curriculum expectations at the end of 2024. Inequities for Māori learners have been reduced. Leaders are continuing to provide individual PLD for teachers in 2025 to enable acceleration of progress of boys in writing and achieve equitable outcomes.
What we know about learner success
This section provides a summary of student success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
A large majority of learners enter Stratford Primary School significantly behind the expected curriculum level. The school’s efforts are focused on accelerated progress.
How well are learners succeeding? Success and progress for all learners is increasing.
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 sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain foundational 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 reasonably 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 reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range 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 section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 65% 65 to 79% 80 to 90% Over 90%
Reading A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The large majority of learners attend school regularly.
The school is approaching the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is improving towards the target.
Chronic absence is reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school uses an appropriate approach and reliable practices to 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
This section is about how well the school supports all learners to make sufficient progress.
The school has 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 to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets and is likely to meet them by 2030.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of Strength
Leaders and teachers have comprehensive processes in place to identify, monitor and tailor support for learners with additional and complex needs. Additional staffing, programmes and interventions benefit outcomes for learners.
Learners demonstrate well-embedded school values and positive wellbeing in an inclusive environment.
Leadership is inclusive of the community. Parent and whānau aspirations are reflected in strategic plans to achieve their vision for learner success.
Teachers are supported by leaders through the provision of PLD and coaching to strengthen consistency of practice and to meet the diverse learning needs of students.
The school’s curriculum prioritises the acquisition of the foundation skills of reading, writing and mathematics.
Partnerships with local educational providers and networks support learners at key transition points in their schooling.
Parents and whānau are welcomed in an inclusive environment and have opportunity to give and receive information in order to support positive learner outcomes.
Board trustees undertake their roles effectively and reported information is used to ensure resourcing meets the needs of learners and staff.
Key priorities
D evelop and implement a plan to enable monitoring and evaluation of progress towards meeting the Government target of 80% attendance.
Raise achievement in mathematics, including accelerating the progress of boys and groups of learners at risk of not meeting expectation.
Build the consistency of teacher practice in writing and structured literacy to improve outcomes for learners.
Review assessment practices and provide professional learning to help teachers effectively deliver the updated mathematics curriculum and improve learner outcomes.
Actions to brings about improvement
Within six months:
leaders engage teachers in the review of mathematics assessments and provide PLD to strengthen their understanding and delivery of the refreshed mathematics curriculum
Every six months:
leaders and teachers analyse attendance information to provide insights into the impact of actions the school has undertaken to achieve the Government target of 80%
leaders provide ongoing coaching for teachers to promote consistency in delivery of the writing framework and to embed structured literacy
teachers monitor progress against achievement targets in writing and mathematics to enable evaluation of strategies to achieve positive outcomes for learners
Annually:
teachers share analysis of the impact of their practice on acceleration of the progress of identified learners toward curriculum expectations in writing and mathematics to guide future planning
the School Board and leaders review statements of variance and evaluations of the impact on outcomes for learners of improvement plans for writing, mathematics and attendance for future planning.
Expected outcomes
Regular attendance meets the Government attendance target of 80%.
Quality of teaching in mathematics and literacy lifts achievement toward Government targets and equity of outcomes for priority learners.
The school curriculum guidelines reflect a shared understanding for the delivery of literacy and mathematics to support teacher practice and provide consistency for learners.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements.
Board Assurance with Regulatory and Legislative Requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
The next public report on ERO’s website will be a School Report and is due within four 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 August 2025
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).