Musselburgh School
Contributing · State
- Year levels
- 1–6
- Total roll
- 138
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 34 Marlow Street, Musselburgh, Dunedin
- Territorial authority
- Dunedin City
- Phone
- 03-4554586
- office@musselburgh.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.
- In their words
- Musselburgh’s Values
- ‘Ma te huruhuru, ka rere te toroa’
- (Adorn the Royal Albatross with feathers, so it may fly)
- At Musselburgh School, we believe these core values – respect, resilience, a love of learning, friendliness, and understanding – are the foundation for a happy and successful childhood.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 78
- Māori
- 43
- Pacific
- 17
- Asian
- 24
- MELAA
- 2
- 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 | 6 | 4 | 3 | 0 | 0 | 3 | 0 | 11 |
| Year 02 | 8 | 2 | 2 | 0 | 0 | 16 | 0 | 24 |
| Year 03 | 5 | 6 | 5 | 0 | 0 | 10 | 0 | 21 |
| Year 04 | 4 | 6 | 5 | 1 | 0 | 13 | 0 | 24 |
| Year 05 | 8 | 3 | 5 | 0 | 0 | 21 | 0 | 29 |
| Year 06 | 12 | 3 | 1 | 0 | 0 | 16 | 0 | 25 |
| Year 07 | 0 | 1 | 1 | 0 | 0 | 5 | 0 | 6 |
| Total | 43 | 25 | 22 | 1 | 0 | 84 | 0 | 140 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 3 | 3 | 0 | 0 | 3 | 0 | 10 |
| Age 06 | 9 | 3 | 1 | 0 | 0 | 16 | 0 | 24 |
| Age 07 | 4 | 5 | 4 | 0 | 0 | 7 | 0 | 17 |
| Age 08 | 5 | 6 | 6 | 0 | 0 | 16 | 0 | 26 |
| Age 09 | 8 | 3 | 5 | 1 | 0 | 20 | 0 | 29 |
| Age 10 | 12 | 4 | 2 | 0 | 0 | 16 | 0 | 27 |
| Age 11 | 0 | 1 | 1 | 0 | 0 | 6 | 0 | 7 |
| Total | 43 | 25 | 22 | 1 | 0 | 84 | 0 | 140 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
100.9%
| Musselburgh School | 100.9% |
|---|---|
| Otago Region | 36.8% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 103.8% |
|---|---|
| Male | 98.2% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 143.9% |
| Total | 100.9% |
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
0%
| Musselburgh 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%
| Musselburgh 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)
- 500
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 13 August 1905
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
- 9 October 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (6 December 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 6 December 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 9 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 - 6
- Years 1 to 6
What ERO wrote in its latest report
This is ERO’s report of 9 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
Musselburgh School is a contributing primary school located in Dunedin and provides education for students in Years 1 - 6. There are currently 144 learners enrolled are the school, with 37% Pākehā /New Zealand European, 32% Māori and 17% of Pacific heritage. The school’s values are Whanaukataka – We are Friendly, Tūrakawaewae - We are Learners, Kaitiakitaka - We are Respectful, Tama Tū Tama Ora – We are Resilient and Oritetaka – We are Understanding.
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 the December 2022 ERO report. It includes an explanation of the expected improvements and findings .
Expected improvements and findings
Senior leaders have evaluated how effectively teaching, learning and improved community connections are supporting positive learner outcomes.
Targeted professional development has strengthened teachers shared understanding of teaching reading and writing, leading to a large majority of learners now achieving well. Mathematics has not yet seen the same level of improvement as reading and writing. Teachers are beginning to enhance their practice through explicit training in delivering structured approaches to mathematics.
Community connection with the school has strengthened through onsite whānau activities, increased social media engagement and a focused effort to build relationships with Māori and Pasifika communities. These stronger partnerships are contributing to more successful outcomes for all learners.
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 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 rich opportunities to learn across the breadth and depth of the curriculum. There is an increasingly 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 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 large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics A small majority of 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.
The small majority of students attend school regularly.
The school is behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is 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 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 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 and agrees this will need to be a key strategic priority.
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
Learners are supported in an inclusive environment that encourages engagement and enthusiasm in learning; students with diverse learning needs are identified and provided with targeted support to progress learning and achieve individual goals.
Learners express a strong sense of pride in their school that supports their wellbeing, culture and identity; they speak positively about the caring environment that supports their learning.
Leadership promotes a strong professional culture, providing regular opportunities for staff to collaborate and share effective teaching practices.
Leaders and teachers continue to embed structured literacy and mathematics across the school aligned with the refreshed curriculum requirements.
Strong community partnerships support the school set and achieve its strategic goals for learning and achievement.
The School Board governs effectively, making resourcing decisions that benefit learner outcomes.
Key priorities
Implement an effective plan to increase regular student attendance.
Evaluate how structured teaching approaches, particularly in mathematics, improve learning outcomes and promote equity for all students.
Create learning conditions where students develop agency by taking initiative, making choices, and engaging in their learning.
Develop a shared understanding of the changes to the New Zealand Curriculum (NZC) .
Actions to bring about improvement
Within six months:
the Board and senior leadership team regularly review attendance information, strategies and initiatives, adjusting the plan as needed to support ongoing improvement
leaders identify and provide targeted professional learning to help staff build capability in structured teaching approaches and the NZC
the school Board and leaders monitor, review and revise strategic planning to reflect changes in learning priorities
Annually:
leaders provide evaluative reports on student progress, achievement and attendance to the board to support ongoing strategic planning and resourcing
leaders evaluate and report on the impact of professional learning to ensure staff are developing the knowledge and skills needed to improve learning outcomes and identify areas for ongoing improvement.
Expected outcomes
Improved attendance, progress and equity of outcomes for all learners.
Consistent, high-quality teaching practice across the school that meets the needs of all learners.
Learners lead their learning, talk about it and identify their next learning steps.
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
9 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).