Salisbury School (Nelson)
Specialist School · State
- Year levels
- not reported
- Total roll
- 12
- Enrolment zone
- No
- Gender
- Girls School
Where is it, and how do I get in touch?
- Address
- 67 Salisbury Road, Richmond
- Territorial authority
- Tasman District
- Phone
- 03-5448119
- principal@salisbury.school.nz
- Directions
- Get directions
Other schools nearby: schools in Tasman
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.
- How to enrol
- http://www.salisbury.school.nz/contact-us
Click on the link below, or [get in touch](http://www.salisbury.school.nz/contact-us) with us here at Salisbury School and we can help you understand the pathways to enrolment.
- http://www.salisbury.school.nz/contact-us
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
- Our Vision
- Greater Possibilities in Life
- He nui ake nga huarahi i roto i te Ao
- Transformative success leading to greater possibilities in life and learning beyond Salisbury for ākonga and whānau.
- Our Mission
- We build inclusive capacity through partnering with learners, families and schools. We do this by providing short-term educational programmes unique to the needs of learners.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 12
- Māori
- 1
- Pacific
- 0
- Asian
- 0
- MELAA
- 0
- 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 07 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Year 08 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 09 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Year 10 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Year 11 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Year 13+ | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 3 | 0 | 0 | 0 | 0 | 11 | 0 | 12 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Age 12 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 14 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Age 15 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Age 16 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Age 18 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 3 | 0 | 0 | 0 | 0 | 11 | 0 | 12 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
Too few to report
| Salisbury School (Nelson) | Too few to report |
|---|---|
| Tasman Region | 82.2% |
| Specialist School | 12.7% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | Too few to report |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 1 data (2023-2025)
Percentage with NCEA level 2 or above — 2025
Too few to report
| Salisbury School (Nelson) | Too few to report |
|---|---|
| Tasman Region | 72.8% |
| Specialist School | 8% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | Too few to report |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 2 data (2023-2025)
Percentage with NCEA level 3 or above — 2025
Too few to report
| Salisbury School (Nelson) | Too few to report |
|---|---|
| Tasman Region | 43.8% |
| Specialist School | 1.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | Too few to report |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
Too few to report
| Salisbury School (Nelson) | Too few to report |
|---|---|
| Tasman Region | 9% |
| Specialist School | 0.7% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | Too few to report |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison Vocational Pathway data (2023-2025)
Retention
Percentage staying until at least 17th birthday — 2025
Too few to report
| Salisbury School (Nelson) | Too few to report |
|---|---|
| Tasman Region | 77.2% |
| Specialist School | 79.1% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | Too few to report |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Salisbury School (Nelson) | 0% |
|---|---|
| Tasman Region | 33% |
| Specialist School | 24.1% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | Not available (source marker: "nd") |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 0% |
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%
| Salisbury School (Nelson) | 0% |
|---|---|
| Tasman Region | 3.2% |
| Specialist School | 3.4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | Not available (source marker: "nd") |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| 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%
| Salisbury School (Nelson) | 0% |
|---|---|
| Tasman Region | 2.1% |
| Specialist School | 1.8% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | Not available (source marker: "nd") |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| 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)
- 517
- Boarding
- Yes
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 10 May 1925
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
- 1 November 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (1 November 2023)
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 1 November 2023 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 1 November 2023 — not necessarily the position now. Each line quotes the sentence it came from.
- Also provides
- Boarding facilities for all students
This school has boarding facilities for all students
- Boarding facilities for all students
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 12 — 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.
May 2019
11
Counted while ERO’s review team was at the school. Education Review Office, report of 18 June 2019
April 2014
17
Counted while ERO’s review team was at the school. Education Review Office, report of 27 June 2014
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 1 November 2023 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within 4 months of the Education Review Office and Salisbury School (Nelson) working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
Salisbury School provides residential care and education for girls aged from 8 to 15 years who have complex learning and social needs. The school is located in Richmond, Nelson and is a member of the Waimea Kāhui Ako /Community of Learning. The vision, of ‘ Transformative success leading to greater possibilities in life and living beyond Salisbury for ākonga and whānau ’, underpins practices across the day school and the hostel.
Salisbury School (Nelson)’s strategic priorities for improving outcomes for learners are:
well-developed relationships and sustainable educational pathways
to broaden and innovate sustainable cross-campus practices and programmes
redevelopment of the campus and facilities.
You can find a copy of the school’s strategic and annual plan on Salisbury School (Nelson)’s website.
ERO and the school are working together to evaluate growth of an effective, responsive, localised curriculum, with associated teaching and learning practices.
The rationale for selecting this evaluation is:
the school has undergone an extensive revisioning process, fostering students’ greater potential and possibilities in life, which is driving the collaborative creation of a new localised curriculum
the developing campus-wide curriculum, purposefully connects residential and day-school practices to provide wrap-around support for girls to achieve their individual goals
leaders are growing shared staff’s understandings of the vision, values, pedagogy and practices with a collective focus on promoting positive outcomes for students.
The school expects to see students driving their learning with agency and voice, confident in their identities, and focused on a successful transition to their home schools and communities. The teaching team will be well connected to the residential team in a one-campus approach to creating a collaborative living and learning curriculum. Signature pedagogies and teaching and learning approaches will underpin personalised practices across the campus, fostering well-considered transitions for the students.
Families will experience rich and meaningful partnerships with the school throughout all stages of transition into, across and from the school. Whānau and iwi will engage together in partnership to shape the design of learning practices and learning spaces, surfacing shared priorities and culturally significant aspects of the place-based curriculum.
Strengths
The school can draw from the following strengths to support the school in its goal to grow an effective, responsive, localised curriculum, with associated teaching and learning practices:
Students' holistic strengths and needs are at the heart of practice and pedagogy, with a focus on supporting successful transitions and life pathways beyond the school.
Strong improvement focused leadership has a systematic, collaborative focus on consistency and capability-building at all levels of the school with clarity of strategic vision, values, aims, goals, roles and responsibilities.
Multiple voices, including students and their whānau and families, inform tailored goals, programmes, tools and strategies.
Leaders have developed a Learner Capability Framework, designed to identify students’ progress through the curriculum, supporting evidence-based planning and assessment.
Where to next?
Moving forward, the school will prioritise:
enacting plans to develop professional capability and collective capacity, to implement the Learner Capability Framework and localised curriculum in practice
building on well-developed relationships to create purposeful partnerships that foster holistic success for learners, including with whānau Māori and iwi .
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director of Schools
1 November 2023
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
This school has boarding facilities for all students, which ERO reports on in a separate Hostel Report.
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).