Wallacetown School
Contributing · State
- Year levels
- 1–6
- Total roll
- 75
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 34 Mauchline Street, Wallacetown
- Territorial authority
- Southland District
- Phone
- 03-2358097
- office@wallacetown.school.nz
- Website
- http://wallacetown.school.nz
- Directions
- Get directions
Other schools nearby: schools in Southland
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
Polar Fleece Jacket Polar Fleece Polo Shirt Long Sleeve Top Navy Skort Navy Shorts Navy Pants Sun Hat
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 64
- Māori
- 14
- Pacific
- 0
- Asian
- 2
- MELAA
- 2
- Other
- 4
- 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 | 1 | 0 | 0 | 0 | 0 | 9 | 0 | 10 |
| Year 02 | 4 | 0 | 1 | 0 | 0 | 8 | 0 | 11 |
| Year 03 | 2 | 0 | 0 | 0 | 0 | 9 | 0 | 11 |
| Year 04 | 0 | 1 | 0 | 1 | 0 | 6 | 0 | 8 |
| Year 05 | 4 | 0 | 1 | 0 | 0 | 9 | 0 | 13 |
| Year 06 | 0 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 10 | 0 | 10 |
| Total | 12 | 1 | 2 | 1 | 0 | 57 | 0 | 69 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 0 | 0 | 0 | 9 | 0 | 10 |
| Age 06 | 4 | 0 | 1 | 0 | 0 | 7 | 0 | 10 |
| Age 07 | 2 | 0 | 0 | 0 | 0 | 9 | 0 | 11 |
| Age 08 | 0 | 1 | 0 | 1 | 0 | 7 | 0 | 9 |
| Age 09 | 4 | 0 | 1 | 0 | 0 | 7 | 0 | 11 |
| Age 10 | 0 | 0 | 0 | 0 | 0 | 9 | 0 | 9 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 9 | 0 | 9 |
| Total | 12 | 1 | 2 | 1 | 0 | 57 | 0 | 69 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
67.1%
| Wallacetown School | 67.1% |
|---|---|
| Southland Region | 61.8% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 130.8% |
| Māori | 118.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 41.8% |
| Total | 67.1% |
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%
| Wallacetown School | 0% |
|---|---|
| Southland Region | 6.3% |
| 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 | Not available (source marker: "nd") |
| 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%
| Wallacetown School | 0% |
|---|---|
| Southland Region | 2.8% |
| 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 | Not available (source marker: "nd") |
| 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)
- 461
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 25 January 1870
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
- 26 June 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board did not attest to all areas (6 December 2022)
Areas the board did not attest to, in ERO’s words: Curriculum. The report says what that meant and what happened next.
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 same report — the board assurance report of 6 December 2022 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
The following area of non-compliance during the board assurance process has been identified:
In consultation with the school's Māori community, developed and made known to the school's community policies, plans and targets for improving the progress and achievement of Māori students NAG 1].
The board has since taken steps to address the area of non-compliance identified.
What this report states about the school
As stated in ERO’s report of 26 June 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
Wallacetown School is a Year 1 to 6 rural primary school
- Years 1 to 6
What ERO wrote in its latest report
This is ERO’s report of 26 June 2026 — “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
Wallacetown School is a Year 1 to 6 rural primary school. The school serves as a weekly hub for Ko Taku Reo - Deaf Education. The current school roll is 74. European/ Pākehā made up the largest proportion of all learners (76%). The school includes 18% of students who identify as Māori and 7% as Asian. The school values of be respectful, be responsible and be a learner, underpin their curriculum.
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 December 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school expected to see students achieving well, increased student confidence to discuss their learning, and strong educationally centred partnerships with whānau and school.
Findings
Leaders and teachers have introduced systems and processes to strengthen student choice in their learning. Students are increasingly able to articulate their progress and next learning steps. Partnerships with parents and whānau are strengthened through the development of systems for early identification of students requiring additional support, targeted progress reports and goal setting interviews.
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
How well are learners succeeding? The school is working towards high levels of success and progress for all learners.
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 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 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 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 6
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 64% 65 to 79% 80 to 90% Over 90%
Reading Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics Less than half of learners meet or exceed the expected curriculum level. Results are not yet 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 has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Assessment
This section is about how the school assesses learner progress and achievement.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing their use of 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 is developing 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/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
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
Learner’s experience caring, supportive and inclusive learning environments created by teachers who know the students well, fostering participation and engagement.
Leaders are purposeful and improvement focused, with a clear vision that promotes collaboration, builds capability, and sustains a strong culture of learning and reflection across the school.
Teachers and leaders establish strong community partnerships that guide the school’s vision and values and inform improvement priorities.
Evaluation practices are embedded and used effectively to identify and address areas for improvement.
Leaders and teachers use a range of communication methods to connect with parents and whānau , building shared understandings and encouraging active support for their child’s learning.
Key priorities
Embed and strengthen structured approaches to literacy and mathematics to improve outcomes and increase equity for learners and ensure all students make progress.
Evaluate and expand strategies that improve regular learner attendance and reduce chronic absence.
Actions to bring about improvement
Every six months:
leaders and teachers evaluate the impact of structured literacy and mathematics teaching to identify effective practices and inform further professional learning opportunities
leaders report to the Wallacetown School Board on learner progress in reading, writing and mathematics showing the impact of actions and response to emerging trends
leaders and teachers evaluate strategies and monitor progress to improve regular rates of attendance
Annually:
the school Board, in consultation with the community, uses student attendance, progress and achievement information to set strategic priorities and guide resourcing decisions
leaders, teachers and the school Board evaluate teaching approaches to understand their impact on learner engagement and outcomes and use these insights to inform future improvement priorities.
Expected outcomes
Structured and consistent literacy and mathematics teaching practices lead to improved achievement and greater equity of outcomes across learner groups.
Improved rates of regular attendance.
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
26 June 2026
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).