Melville Primary School
Contributing · State
- Year levels
- 1–6
- Total roll
- 254
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 101 Ohaupo Road, Melville, Hamilton
- Territorial authority
- Hamilton City
- Phone
- 07-8435369
- busadmin@melville.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
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.
- School day ends
- 2pm
2pm: Karakia and Reflection then Home time
- 2pm
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 32
- Māori
- 184
- Pacific
- 33
- Asian
- 23
- MELAA
- 20
- 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 | 32 | 3 | 6 | 3 | 0 | 8 | 0 | 48 |
| Year 02 | 31 | 7 | 4 | 4 | 0 | 8 | 0 | 46 |
| Year 03 | 19 | 7 | 6 | 0 | 0 | 3 | 0 | 31 |
| Year 04 | 31 | 3 | 1 | 2 | 0 | 3 | 0 | 35 |
| Year 05 | 35 | 7 | 3 | 3 | 0 | 4 | 0 | 47 |
| Year 06 | 24 | 7 | 4 | 0 | 0 | 6 | 0 | 33 |
| Total | 172 | 34 | 24 | 12 | 0 | 32 | 0 | 240 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 23 | 2 | 5 | 3 | 0 | 4 | 0 | 35 |
| Age 06 | 30 | 8 | 5 | 4 | 0 | 11 | 0 | 49 |
| Age 07 | 25 | 7 | 5 | 0 | 0 | 4 | 0 | 36 |
| Age 08 | 29 | 3 | 1 | 2 | 0 | 3 | 0 | 34 |
| Age 09 | 36 | 7 | 4 | 3 | 0 | 3 | 0 | 48 |
| Age 10 | 27 | 6 | 4 | 0 | 0 | 7 | 0 | 35 |
| Age 11 | 2 | 1 | 0 | 0 | 0 | 0 | 0 | 3 |
| Total | 172 | 34 | 24 | 12 | 0 | 32 | 0 | 240 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
240.6%
| Melville Primary School | 240.6% |
|---|---|
| Waikato Region | 53.9% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 131.5% |
|---|---|
| Male | 349.4% |
| Māori | 283.6% |
| Pacific | 131.9% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 267.1% |
| Total | 240.6% |
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
41.6%
| Melville Primary School | 41.6% |
|---|---|
| Waikato Region | 6.6% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 41.6% |
|---|---|
| Male | 41.7% |
| Māori | 59.4% |
| Pacific | 126.1% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 41.6% |
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
40.3%
| Melville Primary School | 40.3% |
|---|---|
| Waikato Region | 2.4% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 40% |
|---|---|
| Male | 40.7% |
| Māori | 57.7% |
| Pacific | 122.1% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 40.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 537
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Major urban area
- Date opened
- 25 January 1924
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
- 3
- Last reviewed
- 8 October 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (26 May 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 26 May 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 8 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 0 to 6
provides education for students in Years 0 to 6
- Years 0 to 6
- Bilingual or immersion provision
- Four reo rua classes
Four reo rua classes provide tīkanga reo learning for students.
- Four reo rua classes
What ERO wrote in its latest report
This is ERO’s report of 8 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
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, i ntegrity 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.
How well are learners succeeding? The school is working towards high levels of success and progress for all learners.
What is the quality of teaching and learning? Learners benefit from good 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 an increasingly consistent focus on supporting learners to gain foundational 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 is improving its collection and use 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 64% 65 to 79% 80 to 90% Over 90%
Reading A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics A small 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.
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
Read the full report on ero.govt.nz →
All 3 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).