Avalon School
Contributing · State
- Year levels
- 1–6
- Total roll
- 218
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 10 Gordon Street, Avalon, Lower Hutt
- Territorial authority
- Lower Hutt City
- Phone
- 04-9399600
- admin@avalon.school.nz
- Website
- http://www.avalon.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
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.
- School day starts
- 8:55am (9:50am late start on Tuesdays)
On Tuesdays, the main school has a late start of 9:50am. | 8:55am | School Starts |
- 8:55am (9:50am late start on Tuesdays)
- School day ends
- 3:05pm
| 3:05pm | School Finishes |
- 3:05pm
- Term dates
- Term 1, 2025: ends Friday, 11th April 2025
| Term 1 | | Friday, 11th April 2025 |
- Term 2, 2025: Monday, 28th April 2025 – Friday, 27th June 2025
| Term 2 | Monday, 28th April 2025 | Friday, 27th June 2025 |
- Term 3, 2025: Monday, 14th July 2025 – Friday, 19th September 2025
| Term 3 | Monday, 14th July 2025 | Friday, 19th September 2025 |
- Term 4, 2025: Monday, 6th October 2025 – Thursday, 11th December 2025
| Term 4 | Monday, 6th October 2025 | Thursday, 11th December 2025 |
- Term 1, 2026: Monday, 2nd February 2026 – Thursday, 2nd April 2026
| Term 1 | Monday, 2nd February 2026 | Thursday, 2nd April 2026 |
- Term 2, 2026: Monday, 20th April 2026 – Friday, 3rd July 2026
| Term 2 | Monday, 20th April 2026 | Friday, 3rd July 2026 |
- Term 3, 2026: Monday, 20th July 2026 – Friday, 25th September 2026
| Term 3 | Monday, 20th July 2026 | Friday, 25th September 2026 |
- Term 4, 2026: Monday, 12th October 2026 – Friday, 18th December 2026 (TBC)
| Term 4 | Monday, 12th October 2026 | Friday, 18th December 2026 (TBC) |
- Term 1, 2025: ends Friday, 11th April 2025
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
- Whanaungatanga - belonging & relationships
- Kotahitanga - collective action & unity
- Manaakitanga - respect, dignity & aroha
- Hāponotanga - honesty & authenticity
- Kaitiakitanga - protection & caring for the environment
- Ūkaipotanga - grit, perseverance & nurture
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 34
- Māori
- 57
- Pacific
- 82
- Asian
- 75
- MELAA
- 14
- 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 | 10 | 14 | 7 | 2 | 0 | 3 | 0 | 32 |
| Year 02 | 12 | 12 | 13 | 3 | 0 | 3 | 0 | 33 |
| Year 03 | 9 | 20 | 18 | 2 | 1 | 6 | 0 | 50 |
| Year 04 | 11 | 13 | 12 | 3 | 0 | 4 | 0 | 38 |
| Year 05 | 7 | 9 | 9 | 3 | 0 | 4 | 0 | 27 |
| Year 06 | 6 | 9 | 10 | 4 | 0 | 4 | 0 | 30 |
| Year 07 | 0 | 1 | 2 | 0 | 0 | 2 | 0 | 5 |
| Total | 55 | 78 | 71 | 17 | 1 | 26 | 0 | 215 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 9 | 13 | 7 | 1 | 0 | 3 | 0 | 30 |
| Age 06 | 13 | 13 | 13 | 4 | 0 | 4 | 0 | 36 |
| Age 07 | 9 | 20 | 16 | 2 | 1 | 4 | 0 | 46 |
| Age 08 | 9 | 12 | 14 | 3 | 0 | 4 | 0 | 38 |
| Age 09 | 9 | 10 | 9 | 4 | 0 | 5 | 0 | 31 |
| Age 10 | 6 | 9 | 10 | 3 | 0 | 4 | 0 | 29 |
| Age 11 | 0 | 1 | 2 | 0 | 0 | 2 | 0 | 5 |
| Total | 55 | 78 | 71 | 17 | 1 | 26 | 0 | 215 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
12.6%
| Avalon School | 12.6% |
|---|---|
| Wellington Region | 24.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 26.9% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 40.1% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 12.6% |
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
0%
| Avalon School | 0% |
|---|---|
| Wellington Region | 2.6% |
| 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 | 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%
| Avalon School | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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 | 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)
- 487
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 2 September 1956
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
- 18 March 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (18 March 2024)
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 18 March 2024 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.
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 218 — 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.
November 2017
235
Counted while ERO’s review team was at the school. Education Review Office, report of 2 March 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 18 March 2024 — “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 two years of the Education Review Office and Avalon 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
Avalon School serves a multicultural community in Hutt City. It delivers learning opportunities to children in years 1-6 in the conventional classes and to those children requiring specialist teaching within the special needs unit.
Avalon School ’s strategic priorities for improving outcomes for learners are to:
cultivate an environment where students flourish and are encouraged to explore their potential
create an environment where all whānau understand the importance of education and support their child’s progress and achievement
impact positively on the lives of learners through identifying and growing strategic partnerships
embrace Te Tiriti o Waitangi as the heart of our kura .
A copy of the school’s strategic and annual plan can be requested from Avalon School .
ERO and the school are working together to evaluate how effectively the school's partnership with parents and the local community is enriching the wellbeing and achievement of all students.
The rationale for selecting this evaluation is:
an understanding of how a strong parent/school partnership can support student learning and wellbeing
a desire to build on the improved communication and engagement with families.
The school expects to see, through increased engagement with whānau , improvement in the wellbeing, engagement and achievement of all students.
Strengths
The school can draw from the following strengths to support the school in its goal to build effective partnerships with parents and the local community to enrich the wellbeing, engagement and achievement of all students.
A strong focus on hauora and well considered strategies that build on the strengths and interests of students so that they are active and involved in their learning.
Cultural inclusion and meaningful connections across the diverse range of students’ cultures that informs the local curriculum.
Caring staff who provide varied and responsive learning opportunities and experiences that fosters children’s sense of belonging.
Where to next?
Moving forward, the school will prioritise:
strengthening connections with whānau and community to support student learning and engagement
gathering knowledge of the local communities and local stories to inform the further development of a local curriculum.
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
18 March 2024
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).