Māori Hill School
Contributing · State
- Year levels
- 1–6
- Total roll
- 239
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Passmore Crescent, Maori Hill, Dunedin
- Territorial authority
- Dunedin City
- Phone
- 03-464 0184
- office@maorihill.school.nz
- Directions
- Get directions
Other schools nearby: schools in Dunedin · schools in Otago
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
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.
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.
- International students
- Accepted, as stated
We accept a small number of enrolments for International students each year.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 176
- Māori
- 28
- Pacific
- 7
- Asian
- 49
- MELAA
- 10
- Other
- 6
- International
- 4
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 | 9 | 0 | 6 | 0 | 1 | 22 | 0 | 36 |
| Year 02 | 6 | 1 | 9 | 2 | 2 | 24 | 0 | 36 |
| Year 03 | 6 | 0 | 11 | 2 | 1 | 30 | 0 | 47 |
| Year 04 | 2 | 3 | 9 | 3 | 1 | 32 | 1 | 45 |
| Year 05 | 5 | 0 | 6 | 1 | 0 | 31 | 1 | 38 |
| Year 06 | 4 | 1 | 6 | 1 | 0 | 39 | 1 | 50 |
| Year 07 | 1 | 0 | 1 | 0 | 0 | 3 | 0 | 5 |
| Total | 33 | 5 | 48 | 9 | 5 | 181 | 3 | 257 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 9 | 0 | 6 | 0 | 1 | 22 | 0 | 36 |
| Age 06 | 6 | 1 | 8 | 2 | 2 | 23 | 0 | 35 |
| Age 07 | 6 | 0 | 12 | 2 | 1 | 31 | 0 | 48 |
| Age 08 | 2 | 3 | 9 | 3 | 1 | 33 | 1 | 46 |
| Age 09 | 5 | 0 | 5 | 1 | 0 | 27 | 1 | 34 |
| Age 10 | 4 | 1 | 7 | 1 | 0 | 42 | 1 | 53 |
| Age 11 | 1 | 0 | 1 | 0 | 0 | 3 | 0 | 5 |
| Total | 33 | 5 | 48 | 9 | 5 | 181 | 3 | 257 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
20.3%
| Maori Hill School | 20.3% |
|---|---|
| Otago Region | 36.8% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 35% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 129.9% |
| European/Pākehā | 13.6% |
| Total | 20.3% |
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%
| Maori Hill School | 0% |
|---|---|
| Otago Region | 4.6% |
| 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%
| Maori Hill School | 0% |
|---|---|
| Otago Region | 2% |
| 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)
- 373
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 18 July 1906
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
- 28 October 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (11 July 2022)
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 11 July 2022 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.
What this report states about the school
As stated in ERO’s report of 28 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for students in Years 1 to 6
- Years 1 to 6
What ERO wrote in its latest report
This is ERO’s report of 28 October 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
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
Maori Hill school is located in central Dunedin and provides education for students in Years 1 to 6. The school’s current roll is 256. Maori Hill caters for a diverse range of multicultural learners. 72% are Pākehā | New Zealand European, 17% are Asian, and 11% are Māori . The school’s vision is for students to be Active Achievers and Lovers of learning.
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 July 2022 ERO report. It includes an explanation of the expected improvements and findings .
Expected improvements
The school has been evaluating how well project-based learning and the school’s curriculum support positive outcomes for learners. Leaders expected to see all students engaged in project-based learning to develop their confidence and attitudes to support them as lifelong learners.
Findings
Teachers’ collective understanding of project-based learning has grown through deliberate professional development and collaborative planning. As a result, learners are provided with opportunities to participate in learning where they investigate and respond to a relatable context, complex questions, problems or challenges. Learners have opportunities to talk about their learning and set goals. Staff identified increased engagement and enjoyment of classroom programmes.
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? Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.
What is the quality of teaching and learning? Learners benefit from excellent 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 rich 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 6
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 64% 65 to 79% 80 to 90% Over 90%
Reading Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are becoming more 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.
Most learners attend school regularly.
The school is at 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.
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 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 significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has significantly extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is meeting Government reading, writing and mathematics targets set 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
Leadership collaborates with the School Board, staff, students and community to set the school’s vision and direction of the school. Leaders foster and maintain expectations for high quality teaching for equitable and excellence outcomes for all learners.
Leaders and staff foster and sustain a positive culture underpinned by embedded school values and driven by clear strategic planning and targeted professional development. Robust evidence, review and evaluation guide strategic decision making and sustain ongoing improvement for students.
The school has embedded project-based learning, providing learners with rich learning experiences. Students express a strong sense of belonging and pride in their school that supports their wellbeing and engagement with learning.
The school has clear, structured routines and approaches in mathematics and literacy. Consistent evidence-based teaching practices are leading to high achievement.
The School Board is responsive and supports the school to provide interventions to further support or extend learning opportunities and experiences that increase outcomes for all learners.
Key priorities
Continue to raise community awareness of the school attendance plan to sustain regular attendance.
Embed structured approaches and practices to ensure consistency across the school and increase outcomes for all students in writing.
Enhance teacher knowledge and strategies to extend and enrich learning opportunities for students already achieving at or above curriculum expectations.
Enhance engagement and partnership with students and their families by strengthening approaches and practices that encompass all students’ cultures.
Actions to bring about improvement
Within six months:
leaders share expectations for regular attendance with the school community through the school’s attendance plan
leaders and teachers support families to actively participate in school decision-making processes through strategies such as student cultural focus groups
leaders and teachers identify a range of teaching approaches and enrichment strategies to extend learning for students achieving at or above curriculum expectations
Every six months:
leaders review the effectiveness of current initiatives to monitor regular attendance for all students
leaders evaluate structured approaches to literacy to monitor consistency of teacher practice across the school and improve learner outcomes, particularly in writing
leaders review the impact of targeted initiatives to increase engagement in school- whānau partnerships
teachers implement a variety of teaching approaches and strategies to support learners needing extension
Annually:
leaders evaluate the impact of structured approaches to literacy on all learner outcomes, particularly writing, to support future decision-making for professional development and resourcing
the School Board and leaders consult and collaborate with the school’s many cultural communities to enable them to contribute to decision-making
leaders identify teaching practices to identify and report on those that sustain enriched learning opportunities for high achieving students
the School Board and leaders review attendance data looking for trends and patterns, report to the school community on the effectiveness of attendance strategies and adjust the attendance plan as needed.
Expected outcomes
School attendance continues to meet or exceed the Government target of 80% regular attendance.
Achievement in writing increases for all learners.
All families contribute to the direction and vison of the school.
Teacher approaches and practices embedded to extend learners who need this.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students .
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
Provision for International Students
This section is about the quality of the provision of education for international students enrolled in school.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code.
At the time of this review there were four international students attending the school.
International students are highly engaged in learning and involved in school activities. They achieve and progress well. The school regularly reports to parents and the School Board on their progress, achievement and wellbeing.
Families are provided with opportunities to meet with staff regularly throughout the year and provide feedback. The provision for education and pastoral care programmes are regularly reviewed to ensure learners have high quality education.
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
28 October 2025
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).