Merrilands School
Contributing · State
- Year levels
- 1–6
- Total roll
- 139
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Kauri Street, New Plymouth
- Territorial authority
- New Plymouth District
- Phone
- 06-7588644
- admin@merrilands.school.nz
- Directions
- Get directions
Other schools nearby: schools in New Plymouth · schools in Taranaki
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.
- In their words
- Self Manage Help others Integrity Never quit Excellence
- SHINE
- We aspire for Merrilands School to be a place ‘Where every child gets to SHINE’
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 83
- Māori
- 52
- Pacific
- 19
- Asian
- 20
- MELAA
- 7
- 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 | 2 | 3 | 5 | 0 | 0 | 9 | 0 | 16 |
| Year 02 | 4 | 1 | 5 | 0 | 1 | 11 | 0 | 17 |
| Year 03 | 9 | 4 | 1 | 1 | 0 | 13 | 0 | 19 |
| Year 04 | 6 | 2 | 3 | 3 | 1 | 23 | 0 | 31 |
| Year 05 | 10 | 5 | 3 | 1 | 0 | 21 | 0 | 32 |
| Year 06 | 5 | 1 | 2 | 2 | 0 | 19 | 0 | 23 |
| Year 07 | 2 | 0 | 0 | 0 | 0 | 7 | 0 | 7 |
| Total | 38 | 16 | 19 | 7 | 2 | 103 | 0 | 145 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 3 | 5 | 0 | 0 | 8 | 0 | 15 |
| Age 06 | 4 | 1 | 5 | 0 | 1 | 12 | 0 | 18 |
| Age 07 | 9 | 4 | 1 | 1 | 0 | 13 | 0 | 19 |
| Age 08 | 6 | 2 | 4 | 3 | 1 | 23 | 0 | 31 |
| Age 09 | 10 | 5 | 2 | 1 | 0 | 21 | 0 | 32 |
| Age 10 | 5 | 1 | 2 | 1 | 0 | 19 | 0 | 22 |
| Age 11 | 2 | 0 | 0 | 1 | 0 | 7 | 0 | 8 |
| Total | 38 | 16 | 19 | 7 | 2 | 103 | 0 | 145 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
113.4%
| Merrilands School | 113.4% |
|---|---|
| Taranaki Region | 41.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 233.6% |
| Māori | 305.7% |
| Pacific | 258.7% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 112.2% |
| Total | 113.4% |
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%
| Merrilands School | 0% |
|---|---|
| Taranaki Region | 4.1% |
| 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%
| Merrilands School | 0% |
|---|---|
| Taranaki Region | 1.6% |
| 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)
- 479
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 31 January 1960
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
- 2
- Last reviewed
- 3 September 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 3 September 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for 142 learners in Years 1 to 6
- Years 1 to 6
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 139 — 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.
September 2018
205
Counted while ERO’s review team was at the school. Education Review Office, report of 21 November 2018
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 3 September 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 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
Read the full report on ero.govt.nz →
All 2 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).