Melville Primary School

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 

Melville Primary School provides education for students in Years 0 to 6. The roll of 252 includes 73% Māori students, 10% Pacific students and smaller numbers of students from other cultures. The school is experiencing roll growth and caters for the local community. Four reo rua classes provide tīkanga reo learning for students. The school’s vison is to enhance student mana through their identity. The school’s tīkanga of tika, pono and manaakitanga supports students to show respect, integrity and care for people and their environment. 

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 May 2022 ERO report. It includes an explanation of the expected improvements and findings. 

Expected improvements 

Priorities from the last review were to strengthen student wellbeing and improve student achievement. The school expected to implement a whole school behaviour management programme and develop a secure and respectful school environment for learners, teachers and whānau. 

Findings

Te Ara Whakamana, a culturally responsive approach to supporting positive student behaviour is well embedded across the school. Inclusive school practices have significantly improved and are contributing to calm and settled environments for learning. Students and teachers report feeling secure and respected with increased levels of wellbeing. Improving student achievement remains a priority for the school. 

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.  

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. 

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.  

• Less than half of all learners attend school regularly.
• The school is behind the target of 80% regular attendance.
• The school has a suitable plan in place to improve attendance.
• Regular attendance is not yet improving towards or beyond the target.
• Chronic absence is not yet reducing over time. 

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 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 meeting Government reading, writing and mathematics targets for 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

• Wellbeing data shows most students have a strong sense of belonging, benefit from caring relationships with their teachers and are well supported at school.
• The school collaborates effectively with a broad range of agencies, and its personalised pastoral care addresses the ongoing needs of students and their whānau.
• Leaders foster a positive, mana-enhancing school culture that improves student outcomes and upholds the school’s strategic vision.
• The school Board is highly focused on providing equitable opportunities for all students to learn and succeed.
• Students learn through culturally inclusive and meaningful contexts. Te ao Māori enriches students’ learning and fosters a sense of pride in their language, culture and identity.
• Professional learning supports teachers to implement a school wide approach to the teaching of structured literacy and mathematics.
• A strategic approach to the evaluation of school programmes and initiatives informs planning and priorities for continuous improvement.

Key priorities

• Increase rates of regular attendance.
• Extend the analysis of achievement data to effectively inform targeted planning and actions.  
• Strengthen collective capability to accelerate student learning.
• Raise overall levels of achievement in reading, writing and mathematics and improve equity for identified groups of students.

Actions to bring about improvement 

Within three months:

• leaders set clear targets and implement further actions to improve school attendance 

Every six months:

• leaders and the board strengthen whānau engagement through regular communication and hui focused on attendance
• leaders and teachers monitor and report on the rates of progress for all students, especially those at risk of not achieving
• leaders, teachers and learning support assistants inquire into the effectiveness of teaching practices to accelerate learning 

Annually:

• leaders monitor and strengthen the attendance plan strategies and address ongoing barriers to regular attendance
• leaders evaluate and report on the effectiveness of school actions and teaching practices to improve students’ progress and achievement.

Expected outcomes

• Increased rates of accelerated progress, overall achievement and attendance.
• Improved equitable outcomes for learners.
• Data is used effectively to strengthen school evaluation and inform targeted actions for continuous improvement.

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

8 October 2025