Woodville School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 121
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Ross Street, Woodville
- Territorial authority
- Tararua District
- Phone
- 06-3765276
- office@woodville.school.nz
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 93
- Māori
- 64
- Pacific
- 7
- Asian
- 12
- MELAA
- 1
- 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 | 7 | 0 | 0 | 0 | 0 | 11 | 0 | 12 |
| Year 02 | 7 | 1 | 0 | 0 | 0 | 10 | 0 | 11 |
| Year 03 | 6 | 3 | 1 | 0 | 0 | 12 | 0 | 15 |
| Year 04 | 8 | 0 | 2 | 0 | 0 | 12 | 0 | 17 |
| Year 05 | 6 | 1 | 2 | 0 | 0 | 10 | 0 | 13 |
| Year 06 | 11 | 4 | 3 | 0 | 0 | 15 | 0 | 19 |
| Year 07 | 4 | 1 | 2 | 0 | 0 | 12 | 0 | 16 |
| Year 08 | 4 | 1 | 2 | 0 | 0 | 14 | 0 | 15 |
| Total | 53 | 11 | 12 | 0 | 0 | 96 | 0 | 118 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 0 | 0 | 0 | 0 | 9 | 0 | 10 |
| Age 06 | 7 | 1 | 0 | 0 | 0 | 10 | 0 | 11 |
| Age 07 | 6 | 2 | 1 | 0 | 0 | 14 | 0 | 16 |
| Age 08 | 8 | 1 | 1 | 0 | 0 | 12 | 0 | 16 |
| Age 09 | 7 | 1 | 2 | 0 | 0 | 10 | 0 | 14 |
| Age 10 | 9 | 4 | 4 | 0 | 0 | 13 | 0 | 18 |
| Age 11 | 6 | 1 | 2 | 0 | 0 | 13 | 0 | 17 |
| Age 12 | 4 | 1 | 1 | 0 | 0 | 10 | 0 | 11 |
| Age 13 | 0 | 0 | 1 | 0 | 0 | 5 | 0 | 5 |
| Total | 53 | 11 | 12 | 0 | 0 | 96 | 0 | 118 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
143%
| Woodville School | 143% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 233.3% |
| Māori | 191.5% |
| Pacific | 75.6% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 118.1% |
| Total | 143% |
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
32.5%
| Woodville School | 32.5% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 53% |
| Māori | 100% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 32.5% |
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%
| Woodville School | 0% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| 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)
- 507
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1877
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
- 12 September 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (12 September 2023)
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 12 September 2023 — 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.
ERO and the board have identified the following areas of non-compliance during the board assurance process:
Complied with the requirement to adopt a statement on the delivery of the Health Curriculum, at least once every two years after consultation with the school community. [Section 91 Education and Training Act 2020]
The board has since taken steps to address the areas of non-compliance identified.
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 121 — 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.
July 2019
86
Counted while ERO’s review team was at the school. Education Review Office, report of 21 October 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 12 September 2023 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within twenty-seven months of the Education Review Office and Woodville School working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
Woodville School’s strategic priorities for improving outcomes for learners are:
Inspire, connect, and challenge learners through innovative practice that delivers positive outcomes.
Innovative leadership, teaching, learning and assessment.
Positive relationships and hauora for our learners and all our people.
You can find a copy of the school’s strategic and annual plan on Woodville School’s website.
ERO and the school are working together to evaluate how school culture and achievement can be strengthened by evidence-based evaluation of what works for learners.
The rationale for selecting this evaluation is:
The school analysis of 2022 data identified reading is the strongest curriculum area with 63% of the school achieving within or beyond expectations. However, achievement is not equitable for all learners, the school wants to improve the achievement of all learners particularly those who need to make accelerated progress in reading, so achievement is equitable, and learners are well placed to access the curriculum across all subject areas.
An increase in the school roll since 2021 and the arrival of new teachers and students provided an opportunity to revisit values and how these are reflected in the school culture. Power Values have been refreshed and strengthened by Positive Behaviour for Learning (PB4L) and the school now has a wide range of information it can use to identify areas of focus.
Recognition of the significance of high rates of regular school attendance as being a foundation for learner achievement.
The school expects to see an improved learning culture within the school and greater equitable outcomes for student achievement.
Strengths
The school can draw from the following strengths to support its goal to raise achievement in reading and create a culture of positive relationships by using an approach to learning grounded on recognised research that results in improved learning outcomes for every student:
work already underway in the school utilising the Better Start Literacy Approach (BSLA) and Positive Behaviour for Learning (PB4L)
improved collaborative relationships with parents and whānau , local community and marae resulting in more learning-focused conversations that are developing shared values that support student achievement
staff with existing capability and experience of improving outcomes in key curriculum areas through professional development and coaching.
Where to next?
Moving forward, the school will prioritise:
embedding structured literacy and PB4L into the school and supporting teachers with resourcing, relevant PLD, and realistic school-wide expectations
promoting open, honest, and consistent communication between whānau and school
addressing attendance issues by engaging key stakeholders and supports for re-engaging learners with the school
evaluating success and applying the principles of effective internal evaluation and improvement to other curriculum areas such as mathematics.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director of Schools
12 September 2023
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 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).