Colville School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 38
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 2391 Colville Road, Colville
- Territorial authority
- Thames-Coromandel District
- Phone
- 07-8666815
- secretary@colville.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
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.
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/1706
You can Enrol online through our Hero SMS by using this link [https://enrolments.linc-ed.com/apply/NZ/1706](https://enrolments.linc-ed.com/apply/NZ/1706)
- https://enrolments.linc-ed.com/apply/NZ/1706
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 33
- Māori
- 9
- Pacific
- 4
- Asian
- 1
- MELAA
- 0
- 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 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Year 02 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Year 03 | 1 | 1 | 1 | 0 | 0 | 4 | 0 | 4 |
| Year 04 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Year 05 | 3 | 3 | 0 | 0 | 0 | 10 | 0 | 11 |
| Year 06 | 1 | 0 | 0 | 0 | 0 | 7 | 0 | 8 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Total | 7 | 4 | 1 | 0 | 0 | 33 | 0 | 35 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Age 06 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Age 07 | 1 | 1 | 1 | 0 | 0 | 5 | 0 | 5 |
| Age 08 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Age 09 | 3 | 1 | 0 | 0 | 0 | 6 | 0 | 7 |
| Age 10 | 1 | 2 | 0 | 0 | 0 | 9 | 0 | 10 |
| Age 11 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Total | 7 | 4 | 1 | 0 | 0 | 33 | 0 | 35 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Colville School | 0% |
|---|---|
| Waikato Region | 53.9% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 0% |
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%
| Colville School | 0% |
|---|---|
| Waikato Region | 6.6% |
| 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 | Not available (source marker: "nd") |
| 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%
| Colville School | 0% |
|---|---|
| Waikato Region | 2.4% |
| 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 | Not available (source marker: "nd") |
| 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)
- 478
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1891
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
- 4
- Last reviewed
- 22 August 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (22 August 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 22 August 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 38 — 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 2019
37
Counted while ERO’s review team was at the school. Education Review Office, report of 27 February 2020
October 2017
28
Counted while ERO’s review team was at the school. Education Review Office, report of 19 January 2018
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 22 August 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
Colville School, located in the small rural village of Colville at the northern end of the Coromandel Peninsula, provides education for students in Years 1 to 8. The school’s mission is to be an inclusive and collaborative whānau , connected to the local environment and achieving excellence for all.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes are improving for some learners.
Approximately half of learners achieve at expected curriculum levels in reading, writing and mathematics.
Learners with additional needs are well supported and make appropriate progress.
Learners have a positive sense of belonging and pride in their school, which supports their wellbeing and engagement with learning.
In relation to the Ministry of Education’s target, the majority of learners attend school regularly; improving the rate of regular attendance for students is an ongoing priority for the school.
Conditions to support learner success
Collaborative and committed leadership sets and works towards a small number of goals to improve learning and wellbeing outcomes for students.
Leadership identifies and works with community resources, including external agencies to raise learners’ wellbeing, progress and achievement.
A culture of professional growth and development supports teaching practices that are responsive to learner needs and challenges.
Leaders and teachers use evidence to plan and monitor the school’s strategic and annual planning to improve learner outcomes.
Students experience engaging learning opportunities through a curriculum that reflects local contexts.
The school’s local curriculum increasingly reflects the aspirations of the community, including whānau and iwi , so that students see themselves, their identity and culture in their learning.
Curriculum planning by leadership prioritises effective literacy and mathematics teaching strategies to improve outcomes for learners.
Teachers access a good range of resources that meet the interests and needs of their learners to support positive engagement with learning.
Key conditions that underpin a positive school experience for learners, including board governance and learner wellbeing, are being strengthened.
The board actively works with leadership, staff and whānau to ensure systems and processes focus on improving student outcomes.
Positive relationships between teachers and students create inclusive, calm and orderly learning environments.
Leaders and teachers identify, monitor and take action to support learners with additional needs so that they can learn alongside their peers and make progress over time.
Part B: Where to next?
The agreed next steps for the school are to:
continue to prioritise strategies to increase the rate of regular attendance so students progress and achieve
develop and implement a consistent schoolwide curriculum delivery framework that uses teaching strategies to positively impact learner outcomes
continue to develop tikanga Māori, te reo Māori and mātauranga Māori in the school’s curriculum.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
undertake a community engagement process to develop and implement a collaborative plan to improve attendance.
Every six months:
monitor and review the rates of attendance, progress and achievement to inform further planning and action
provide a targeted professional development programme for teachers that responds to learners’ strengths and needs
review and refine the school’s strategy for building staff and learners’ knowledge and confidence in tikanga Māori, te reo Māori and mātauranga Māori .
Annually:
evaluate and report to the board on the impact of actions to raise attendance and achievement to inform next steps for improvement.
Actions taken against these steps are expected to result in:
increased rates of regular student attendance
improved student progress and achievement in reading, writing and mathematics
students and staff having increased knowledge and confidence in tikanga Māori, te reo Māori and mātauranga Māori .
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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
Shelley Booysen Director of Schools
22 August 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 4 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).