Ashhurst School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 447
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 96 Cambridge Avenue, Ashhurst
- Territorial authority
- Palmerston North City
- Phone
- 06-3268299
- office@ashhurst.school.nz
- Directions
- Get directions
Other schools nearby: schools in Palmerston North · schools in Manawatū-Whanganui
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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 370
- Māori
- 130
- Pacific
- 22
- Asian
- 18
- MELAA
- 7
- Other
- 3
- 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 | 12 | 2 | 5 | 3 | 0 | 38 | 0 | 51 |
| Year 02 | 14 | 0 | 1 | 0 | 0 | 36 | 0 | 42 |
| Year 03 | 14 | 2 | 3 | 1 | 0 | 49 | 0 | 58 |
| Year 04 | 23 | 4 | 3 | 2 | 1 | 61 | 0 | 72 |
| Year 05 | 22 | 3 | 6 | 0 | 1 | 45 | 0 | 57 |
| Year 06 | 18 | 4 | 1 | 3 | 1 | 57 | 0 | 62 |
| Year 07 | 17 | 9 | 2 | 3 | 0 | 51 | 0 | 60 |
| Year 08 | 18 | 1 | 3 | 1 | 2 | 42 | 0 | 49 |
| Total | 138 | 25 | 24 | 13 | 5 | 379 | 0 | 451 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 12 | 2 | 4 | 3 | 0 | 37 | 0 | 49 |
| Age 06 | 14 | 0 | 2 | 0 | 0 | 38 | 0 | 45 |
| Age 07 | 14 | 2 | 3 | 1 | 0 | 50 | 0 | 59 |
| Age 08 | 25 | 4 | 3 | 2 | 1 | 61 | 0 | 72 |
| Age 09 | 20 | 3 | 6 | 0 | 1 | 42 | 0 | 54 |
| Age 10 | 18 | 4 | 1 | 3 | 1 | 56 | 0 | 61 |
| Age 11 | 14 | 9 | 2 | 3 | 0 | 44 | 0 | 53 |
| Age 12 | 17 | 1 | 3 | 0 | 2 | 44 | 0 | 50 |
| Age 13 | 4 | 0 | 0 | 1 | 0 | 7 | 0 | 8 |
| Total | 138 | 25 | 24 | 13 | 5 | 379 | 0 | 451 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
48.5%
| Ashhurst School | 48.5% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 53.8% |
|---|---|
| Male | 43.6% |
| Māori | 72.9% |
| Pacific | 0% |
| Asian | 0% |
| Other | 72.3% |
| European/Pākehā | 55.5% |
| Total | 48.5% |
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%
| Ashhurst School | 0% |
|---|---|
| Manawatū-Whanganui 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%
| Ashhurst 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)
- 459
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 31 August 1879
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
- 15 October 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 15 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education to 471 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 447 — 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
440
Counted while ERO’s review team was at the school. Education Review Office, report of 2 July 2019
June 2015
415
Counted while ERO’s review team was at the school. Education Review Office, report of 29 July 2015
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 15 October 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
Ashhurst School, located in Manawatū-Whanganui provides education to 471 students in Years 1 to 8. Most students are Pākehā / New Zealand European (85%) and 31% identify as Māori .
The school’s mission Eke Taumata – Reach for the highest peak, is underpinned by the values of Respect - Whai Ngākau, Responsibility - Tū Tangata , and Resilience – Manawaroa .
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
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? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from excellent 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 rich opportunities to learn across the breadth and depth of the curriculum. There is a 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 high quality education for learners are driving excellent school performance.
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 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 64% 65 to 79% 80 to 90% Over 90%
Reading Most 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 not yet equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are 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 small majority of students 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 or beyond 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.
Assessment information is used well 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 the Government targets for reading, writing and mathematics 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
Teachers identify students needing extra support and provide effective assistance to help them access the school curriculum and achieve success. They seek external support for students when appropriate and offer a wide range of opportunities to boost learner engagement and wellbeing.
School leaders focus on improvement and pursue the school's strategic priorities. They collaborate with teachers to ensure that systems, practices, and processes are well known and sustainable throughout the school.
Teachers consistently prioritise structured literacy and mathematics across all classes. Students understand what they are learning and know the steps needed to succeed.
Professional learning opportunities support and grow teacher capability in key teaching and learning areas aligned with the school’s strategic priorities.
The school's mission and values promote positive behaviour, wellbeing, and engagement in learning.
Students have access to various leadership opportunities that enhance their communication, decision-making, and problem-solving skills, fostering a positive school culture.
School leaders promote a collaborative, self-reflective culture, encouraging staff to evaluate their teaching practices to improve learner outcomes.
Key priorities for the school
Accelerate the progress and achievement of boys in literacy.
Improve regular attendance, working towards the Government’s target of 80%.
Continue to refine and embed curriculum changes.
Actions to bring about improvement
Within three months:
leaders and teachers develop a plan to improve attendance, identify effective initiatives and plan actions for improvement
leaders and teachers develop a plan to implement new curriculum requirements, assessment tools and reporting requirements
Within six months:
leaders and teachers review the attendance plan to determine what’s working well and adjust as needed
Every six months:
leaders and teachers analyse student attendance, progress and achievement to inform planning and review and adjust as needed
leaders and teachers refine and monitor schoolwide teaching and learning in structured literacy and mathematics to promote ongoing student engagement and achievement
Annually:
the Board use reported schoolwide data on achievement in structured literacy and mathematics to inform planning and actions to improve learning outcomes for all learners
the Board work together to evaluate the effectiveness of the attendance plan and develops strategies for the following year to support ongoing improvement.
Expected outcomes
Improved achievement outcomes and accelerated progress in literacy (especially for boys) and mathematics.
Improved regular attendance.
The literacy and mathematics curriculum and new assessment tools are well embedded and positively impact student outcomes.
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
15 October 2025
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).