Deanwell School
Contributing · State
- Year levels
- 1–6
- Total roll
- 374
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Deanwell Avenue, Melville, Hamilton
- Territorial authority
- Hamilton City
- Phone
- 07-8437069
- pamq@deanwell.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hamilton · schools in Waikato
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
- 112
- Māori
- 193
- Pacific
- 66
- Asian
- 81
- MELAA
- 8
- 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 | 27 | 6 | 16 | 3 | 0 | 20 | 0 | 69 |
| Year 02 | 16 | 5 | 17 | 1 | 0 | 18 | 0 | 54 |
| Year 03 | 39 | 13 | 4 | 1 | 0 | 23 | 0 | 62 |
| Year 04 | 26 | 12 | 12 | 1 | 2 | 20 | 0 | 52 |
| Year 05 | 34 | 15 | 12 | 3 | 0 | 27 | 0 | 63 |
| Year 06 | 19 | 9 | 7 | 3 | 0 | 15 | 0 | 40 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 161 | 60 | 68 | 12 | 2 | 124 | 0 | 341 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 24 | 6 | 12 | 3 | 0 | 19 | 0 | 61 |
| Age 06 | 16 | 3 | 18 | 1 | 0 | 14 | 0 | 49 |
| Age 07 | 39 | 12 | 7 | 0 | 0 | 26 | 0 | 68 |
| Age 08 | 26 | 15 | 11 | 2 | 2 | 20 | 0 | 54 |
| Age 09 | 35 | 15 | 12 | 3 | 0 | 26 | 0 | 63 |
| Age 10 | 21 | 9 | 8 | 2 | 0 | 18 | 0 | 44 |
| Age 11 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 2 |
| Total | 161 | 60 | 68 | 12 | 2 | 124 | 0 | 341 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
51.9%
| Deanwell School | 51.9% |
|---|---|
| Waikato Region | 53.9% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 35.4% |
|---|---|
| Male | 67.6% |
| Māori | 47.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 153.4% |
| European/Pākehā | 68.5% |
| Total | 51.9% |
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
16.6%
| Deanwell School | 16.6% |
|---|---|
| Waikato Region | 6.6% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 33.7% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 43.6% |
| Total | 16.6% |
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%
| Deanwell School | 0% |
|---|---|
| Waikato Region | 2.4% |
| 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)
- 511
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 5 February 1973
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
- 5
- Last reviewed
- 21 October 2024
- Latest report
- S chool Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (21 October 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 21 October 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 374 — 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.
March 2019
353
Counted while ERO’s review team was at the school. Education Review Office, report of 21 May 2019
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 21 October 2024 — “S chool Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
S chool 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
Deanwell School is in Hamilton and provides education for students in Years 1 to 6. The school uses the metaphor of the korowai to enhance learning in language, culture and identity. The school’s MANA values support students to learn through manaakitanga , aumangea , ngātahi and ako .
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the previous October 2022 ERO report, ERO and the school worked together to evaluate how effectively teaching and learning programmes are raising overall levels of achievement for all students and enabling equity for Māori students and boys.
Expected Improvements and Findings
The school expected to see deliberate actions implemented to improve the quality of explicit teaching across the school and enable sufficient learning progress for students in literacy.
The school-wide approach to literacy teaching enables students to get regular, explicit and consistent teaching and learning across the school.
Students who make insufficient progress are clearly identified and their progress carefully tracked and monitored.
Achievement information is well analysed and shows improvement in equitable outcomes for Māori students and boys.
Other Findings
The greatest shift that occurred in response to the school’s action has been that most target students have made accelerated progress in reading and writing over a two-year period and overall levels of achievement in literacy have increased.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for learners have improved significantly over time and show increasing levels of equity for most students.
The majority of students achieve at or above expected curriculum levels in reading, writing and mathematics.
Māori student achievement has improved significantly, but some disparity remains in literacy and mathematics compared with Pākehā achievement; Pacific students achieve as well as or better than other groups of learners; boys and girls achieve at similar levels; students with additional needs make appropriate progress in relation to their individual goals.
Data shows the school’s approach to behaviour learning acknowledges the holistic needs of students, improves relationships and supports overall wellbeing.
The school is not meeting the Ministry of Education’s targets for attendance; improving rates of regular attendance for the majority of students is an ongoing priority for the school.
Conditions to support learner success
Strong leadership strategically focuses on enabling quality teaching and equity in learner outcomes.
Provision of regular professional learning, coaching and mentoring develops teacher and staff knowledge, confidence and capability to meet the ongoing needs of learners.
Clearly documented guidelines and expectations for teachers support detailed planning, explicit teaching and consistency of practice across the school.
Effective data analysis informs responsive planning and targeted action to raise achievement and improve equitable outcomes for identified students.
Teaching practices through the school’s curriculum are increasingly responsive to students’ needs and their cultural identities.
Respectful and affirming relationships between teachers, students and whānau promote positive partnerships for learning.
Strengthened inclusion of te reo , tikanga , mātauranga and te ao Māori enriches cultural learning opportunities and supports students to have a strong sense of belonging.
An increased focus on learners gaining sound foundation skills in literacy enables students to participate and learn in a range of contexts across the curriculum.
Comprehensive processes and practices provide clear direction for continuous school improvement.
The school’s approach to promoting cultural relationships and the sustained partnership with the kaumatua contribute to upholding Te Tiriti o Waitangi.
Leaders and the board work collaboratively to identify and plan strategic improvement priorities and make appropriate resourcing decisions to enable equitable opportunities for students to learn and succeed.
Leaders and teachers regularly use research and evidence to inform changes to practice and improve conditions for learning.
Part C: Where to next?
The agreed next steps for the school are to:
continue to strengthen teaching and assessment practices to accelerate learning for identified students, raise overall levels of achievement, and enable equitable outcomes for Māori students
develop the school’s approach to explicit teaching in mathematics to promote higher levels of achievement and learner success
further engage with whānau to implement effective strategies to increase rates of regular attendance and minimise barriers to learning.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
continue to monitor school targets in attendance, progress and achievement to consider the effectiveness of current practices and inform further targeted planning and action
continue to build collective capability to develop, implement and review explicit teaching strategies to support accelerated learning in mathematics
continue to engage with whānau and students to gather perspectives on ways to further support improved student attendance and respond to ongoing needs.
Annually:
extend the analysis of a variety of data to evaluate and report on the quality and effectiveness of school actions and teaching practice to improve outcomes for learners.
Actions taken against these next steps are expected to result in:
increased rates of regular attendance, improved overall levels of mathematics achievement and equitable outcomes for Māori students
the strengthening of high-quality internal evaluation practices that continue to inform future priorities and direction for continuous school improvement.
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
21 October 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 5 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).