Twyford School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 169
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 142 Twyford Road, Hastings
- Territorial authority
- Hastings District
- Phone
- 06-8797667
- admin@twyford.school.nz
- Website
- http://www.twyford.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hastings · schools in Hawke’s Bay
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
1. All children are expected to wear the prescribed uniform:
- Required
- Where to buy the uniform
- https://twyfordschool.nzuniforms.com/
Our uniforms are sold at NZ Uniforms. https://twyfordschool.nzuniforms.com/
- https://twyfordschool.nzuniforms.com/
- Term dates
- Term 1, 2027: 1 February - 9 April
Term Dates for 2027 are: Term 1: 1 February - 9 April
- Term 2, 2027: 27 April - 2 July
Term 2: 27 April - 2 July
Year stated asTerm Dates for 2027 are:
- Term 3, 2027: 19 July - 24 September
Term 3: 19 July - 24 September
Year stated asTerm Dates for 2027 are:
- Term 4, 2027: 11 October - 16 December
Term 4: 11 October - 16 December
Year stated asTerm Dates for 2027 are:
- Term 1, 2027: 1 February - 9 April
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
- At Twyford School three values that have underpinned our school since it was established are;
- Honesty - I am truthful with my learning and actions.
- Duty - I do my part in making our school a great place.
- Courage - I am brave and take risks.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 145
- Māori
- 25
- Pacific
- 5
- Asian
- 10
- MELAA
- 8
- Other
- 1
- 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 | 6 | 1 | 1 | 2 | 0 | 21 | 0 | 25 |
| Year 02 | 2 | 1 | 4 | 1 | 2 | 19 | 0 | 24 |
| Year 03 | 1 | 0 | 0 | 0 | 0 | 22 | 0 | 22 |
| Year 04 | 4 | 0 | 0 | 0 | 2 | 19 | 0 | 19 |
| Year 05 | 1 | 0 | 1 | 1 | 0 | 6 | 0 | 9 |
| Year 06 | 2 | 1 | 1 | 2 | 1 | 14 | 0 | 18 |
| Year 07 | 4 | 1 | 2 | 1 | 0 | 25 | 0 | 28 |
| Year 08 | 2 | 1 | 2 | 2 | 1 | 17 | 0 | 22 |
| Total | 22 | 5 | 11 | 9 | 6 | 143 | 0 | 167 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 1 | 1 | 1 | 0 | 20 | 0 | 23 |
| Age 06 | 2 | 1 | 4 | 1 | 2 | 19 | 0 | 24 |
| Age 07 | 1 | 0 | 0 | 1 | 0 | 20 | 0 | 21 |
| Age 08 | 4 | 0 | 0 | 0 | 2 | 20 | 0 | 20 |
| Age 09 | 1 | 0 | 1 | 0 | 0 | 7 | 0 | 9 |
| Age 10 | 2 | 1 | 1 | 1 | 1 | 16 | 0 | 19 |
| Age 11 | 4 | 0 | 2 | 3 | 0 | 20 | 0 | 24 |
| Age 12 | 2 | 2 | 1 | 2 | 1 | 17 | 0 | 22 |
| Age 13 | 0 | 0 | 1 | 0 | 0 | 4 | 0 | 5 |
| Total | 22 | 5 | 11 | 9 | 6 | 143 | 0 | 167 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Twyford School | 0% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Twyford School | 0% |
|---|---|
| Hawke's Bay Region | 6.2% |
| 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%
| Twyford School | 0% |
|---|---|
| Hawke's Bay Region | 3% |
| 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)
- 445
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 6 October 1912
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
- 9 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (14 December 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 14 December 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 9 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
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 169 — 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.
June 2018
173
Counted while ERO’s review team was at the school. Education Review Office, report of 6 August 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 9 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
Twyford School, located rurally near Hastings, provides education for learners in Years 1 to 8. The current roll is 157. The majority of learners are European/ Pākehā and Māori learners comprise approximately 12%. The school values are honesty, duty and courage.
Progress since December 2022 ERO report
Since the previous report, the school has introduced several initiatives to strengthen students’ social and emotional competencies.
A wellbeing plan has been actioned. Support, strategies and techniques are provided to students so they can manage learning and social behaviours. With community input, the school also identified learner attributes aligned to school values and represented in ways that students can relate to. These attributes are embedded in school culture and guide learning and social behaviours.
This initiative (learner attributes) has been supported by targeted wellbeing and learning support and programmes tailored to meet the different needs of students. Evidenced through a range of measures, the greatest shift has been the positive improvement in learner wellbeing outcomes, such as confidence, engagement in learning and improved social skills.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high 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 a 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 reports usefully and accurately 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 large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics A large 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.
Assessment
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school has good quality planning to increase the rate of progress for all groups of students.
The school has significantly 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 Government reading, writing and mathematics targets and/or pānui , tuhituhi and pāngarau targets set for 2030.
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
Students learn in an inclusive environment. Teaching is successfully adjusted so that learning meets student needs. Students engage in their learning and a strong sense of belonging and wellbeing is evident.
Students benefit from structured teaching practices in reading and writing. A structured mathematics programme is underway. A wide range of learner support and enrichment programmes are offered within a curriculum designed to make full use of learning opportunities .
A strong culture of inquiry is evident. Leaders use good quality data to inform strategic decision making, ensuring that professional development effectively builds teacher capability and aligns with the goals of the school.
Teachers work collaboratively and regularly use achievement information and evidence to inform teaching and monitor the impact of their practice.
Key priorities and actions for improvement
The agreed next steps for the school are to:
sustain and build on gains in attendance by identifying more specific actions in annual planning and monitoring the impact of these
implement the new literacy and mathematics curriculum, embedding collaborative planning practices for consistency of delivery and assessment schoolwide
consult with whānau and the school community to evaluate the extent to which the delivery of te ao Māori reflects the aspirations that the community has for its tamariki .
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
review the impact of actions on improved attendance and report to the school community
Every six months:
review and report to the school board on attendance, noting the impact of actions on improved outcomes and adjust as needed
inquire and report to the school board about how well assessment, aligned with the curriculum, measures student achievement and progress
evaluate the provision of te ao Māori schoolwide, using data from consultation to ensure alignment with whānau aspirations and report to the school board and school community
Annually:
report to the board on progress towards achieving the Government’s attendance targets, to inform further steps
review and report to the school board on student achievement and progress in reading, writing and mathematics.
Actions taken against these next steps are expected to result in:
the school meeting or exceeding the Government target for regular attendance
improved and equitable student achievement outcomes in reading, writing and mathematics
consistent, schoolwide provision of te ao Māori, reflecting whānau and community aspirations.
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)
9 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).