Merrilands 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 4 years to evaluate what is working well for learners and what needs to be improved.  

About the School 

​​​Merrilands School provides education for 142 learners in Years 1 to 6; 37 percent of learners identify as Māori. The SHINE values of growing life-long learners who Self-manage, Help others, have Integrity, Never quit and strive for Excellence underpin school operations.  

​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 ​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 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 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 65% 

65 to 79% 

80 to 90% 

Over 90% 

Reading 

​​A large majority of​ learners meet or exceed the expected curriculum level. 

Results are ​becoming more equitable​ for all groups of learners. 

Writing 

​​A small majority of​ learners meet or exceed the expected curriculum level. 

Results are ​not yet equitable​ for all groups of learners. 

Mathematics 

​​A large majority 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 small 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.
• 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 Government reading, writing and mathematics targets 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 

• ​​Strong strategic leadership and a committed staff prioritise high expectations for learning and behaviour and promote an inclusive learning environment that caters to the many different needs of learners.
• ​The school established a consistent schoolwide approach to structured literacy, the focus for 2025 is on consolidating the approach for mathematics ensuring consistent progress for all learners.
• ​Leaders and teachers promote a relational, high trust and collaborative school culture underpinned by the SHINE values, resulting in a strong sense of belonging for learners and the community.  
• ​Learners express genuine pride and passion for their school along with a commitment to learning.
• ​Leaders and teachers support each other to systematically inquire into teaching practice to improve learner outcomes. Monitoring, analysis and evaluation of student achievement information is embedded in systems and practices schoolwide.  
• ​Professional development opportunities are intentional and responsive and well aligned to staff and learner needs.  
• ​The school, work in partnership with whānau and the community and involve them in making decisions and creating meaningful learning opportunities for students.
• ​Leaders and teachers continue to strengthen the integration of curriculum initiatives and programmes that draw on te reo Māori, tikanga Māori and te ao Māori.​ 

Key priorities  

• Strengthen the implementation of a broad and rich integrated curriculum aligned to The New Zealand Curriculum refresh.
• Focus on improving achievement in writing and equity for identified groups of learners.
• Implement consistent systems and approaches that support learners to take increased ownership and extend their learning.
• Improve student attendance.  

Actions to bring about improvement  

Within three months: 

• engage with parents and whānau to improve attendance and reach and exceed Government attendance target 

Within six months: 

• design and develop frameworks and tools that give learners access to meaningful engagement with learning progressions and opportunities to extend their learning 

Every six months: 

• report to the School Board on learner progress and achievement, with a particular focus on writing and addressing disparity to inform design and delivery of an engaging integrated curriculum
• monitor current attendance strategies and initiatives to inform next steps 

Annually: 

• leaders evaluate how well approaches to enhance capacity for learners to reflect on and take ownership of their learning have help raise achievement
• the School Board and leaders evaluate the impact of revised and newly designed curriculum initiatives and approaches to support ongoing strategic planning
• the School Board and leaders review attendance strategies and initiatives to identify further actions. 

Expected outcomes  

• A curriculum that supports learners to achieve excellent and equitable outcomes.
• Learners actively participating in the learning process and hold high expectations for their own learning.
• More learners attending school regularly. 

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 (Acting) 

​​3 September 2025​