Seddon School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 127
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Redwood Street, Seddon
- Territorial authority
- Marlborough District
- Phone
- 03-5757417
- office@seddon.school.nz
- Website
- http://www.seddon.school.nz
- Directions
- Get directions
Other schools nearby: schools in Marlborough
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.
- Uniform
Not stated on the school’s website.
- Getting there
- Three school bus routes - Marama Road, Awatere Valley and Grassmere - operated by Go Bus Transport
Go Bus Transport operate the school bus services and in most cases parents can make direct contact with their local office in Blenheim to discuss any concerns. The school has 3 bus routes: Marama Road Awatere Valley Grassmere
- Three school bus routes - Marama Road, Awatere Valley and Grassmere - operated by Go Bus Transport
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
- To achieve our vision we will focus on 3 key threads. These threads are the vision we have for our leavers at Seddon School. Through the implementation of these threads our students will be actively engaged learners who experience success. To enable this to happen we will actively engage with our community to create a hub in which everyone is valued, included and has the opportunity to contribute.
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Athletics
- Swimming
- Cross Country
- Mountain Bike Madness
- Year 7 & 8 Interschool Sports Days
- Hockey
Hockey is incredibly strong at Seddon School and we generally have teams from Year 3 - 8.
- Netball
Netball is becoming much strong here in Seddon. This year we had teams in all age categories from Year 3 - 8.
- basketball
Each year we tend to enter a few basketball teams in the Term 3 competitions.
- touch
We have a number of touch teams who enter the competition each year.
- SOFTBALL
SOFTBALL / T-BALL
- T-BALL
SOFTBALL / T-BALL
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 109
- Māori
- 27
- Pacific
- 4
- Asian
- 0
- MELAA
- 0
- 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 | 3 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Year 02 | 6 | 1 | 1 | 0 | 0 | 14 | 0 | 16 |
| Year 03 | 5 | 0 | 0 | 0 | 0 | 17 | 0 | 18 |
| Year 04 | 5 | 0 | 0 | 0 | 0 | 17 | 0 | 17 |
| Year 05 | 2 | 1 | 0 | 0 | 0 | 15 | 0 | 16 |
| Year 06 | 3 | 0 | 0 | 0 | 0 | 10 | 0 | 12 |
| Year 07 | 4 | 1 | 0 | 0 | 0 | 15 | 0 | 19 |
| Year 08 | 4 | 1 | 0 | 0 | 0 | 10 | 0 | 13 |
| Total | 32 | 4 | 1 | 0 | 0 | 103 | 0 | 116 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Age 06 | 6 | 1 | 1 | 0 | 0 | 13 | 0 | 15 |
| Age 07 | 5 | 0 | 0 | 0 | 0 | 16 | 0 | 17 |
| Age 08 | 5 | 0 | 0 | 0 | 0 | 18 | 0 | 18 |
| Age 09 | 2 | 1 | 0 | 0 | 0 | 16 | 0 | 17 |
| Age 10 | 3 | 0 | 0 | 0 | 0 | 9 | 0 | 11 |
| Age 11 | 4 | 1 | 0 | 0 | 0 | 16 | 0 | 20 |
| Age 12 | 4 | 1 | 0 | 0 | 0 | 9 | 0 | 12 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 32 | 4 | 1 | 0 | 0 | 103 | 0 | 116 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
11.4%
| Seddon School | 11.4% |
|---|---|
| Marlborough Region | 36.2% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 20.6% |
| Māori | 44.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 11.4% |
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%
| Seddon School | 0% |
|---|---|
| Marlborough Region | 4% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| 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%
| Seddon School | 0% |
|---|---|
| Marlborough Region | 1% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| 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)
- 440
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 31 January 1883
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
- 2 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (2 December 2024)
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 2 December 2024 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.
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 127 — 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.
June 2017
124
Counted while ERO’s review team was at the school. Education Review Office, report of 30 August 2017
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 2 December 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
Seddon School is located in Marlborough and provides education for students in Years 1 to 8. The school values of the VINES - Versatility, Integrity, Nurturing, Enterprise and Sustainability underpin the curriculum and life of the school.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the previous ERO report of August 2022, ERO and the school have worked together to evaluate the effectiveness of the localised curriculum.
Expected Improvements and Findings
The school expected to see:
Improved academic outcomes for Māori students.
Outcomes for students schoolwide in writing have significantly improved.
Most Māori students achieve at or above curriculum expectations in reading, writing and mathematics; outcomes are continually improving.
Māori students have equitable outcomes in reading and mathematics; improvement of equity in writing remains a priority.
A strengthening of partnerships with parents, whānau and community.
The school has strengthened reciprocal partnerships with parents, whānau and the wider community through a number of well thought out initiatives; this strengthens student wellbeing and engagement.
Strengthening of curriculum provision.
A consistent and cohesive schoolwide approach to teaching and learning across the local curriculum was developed by teachers and leaders following an in-depth evaluation of the local curriculum; this enables increasingly smooth transitions and uninterrupted learning for students across and through learning levels.
Other Findings
The greatest shift that occurred in response to the school’s action was the significant improvement in achievement and wellbeing outcomes for Māori students.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Most students are engaged, make good progress and achieve well.
Almost all students achieve at or above curriculum level expectations in reading, writing and mathematics.
Māori students achieve at similar levels to their school peers in mathematics and reading.
Teachers and leaders consistent focus on improving equity in outcomes for Māori students and male learners is resulting in increasing equity between groups of students; Māori students in writing and boys in mathematics remains a priority.
The large majority learners attend school regularly, the school is not yet meeting the Ministry of Education’s target for regular attendance; strong partnerships with outside agencies support the wellbeing and improved attendance for those learners at risk of not achieving.
Conditions to support learner success
C ollaborative leadership sets and actively pursues evidence-based improvement goals.
Leaders and teachers effectively use and analyse a wide range of achievement information to inform responsive changes to teaching and learning.
Board members and leaders regularly consult with parents, whānau and the school community to gather feedback and ideas; this informs strategic priorities for improved learner outcomes.
Teachers and leaders have well-established and ongoing partnerships with local education providers and agencies to support student wellbeing, including their successful transitions into, through and beyond the school.
Teaching and learning are increasingly responsive to students’ languages, cultures and identities.
Learners’ engagement is enhanced through deliberate connections to the localised curriculum.
Students with additional learning needs are well supported to access the school curriculum and experience success.
Teachers are highly reflective and inquire into their practices to make appropriate changes based on, and targeted to, the identified needs of learners.
Key organisational conditions that support student achievement and wellbeing are well embedded.
Teachers and leaders use in depth evaluation processes to better understand what is working well and what is needed to bring about continuous improvement in outcomes for all learners.
Teachers access well considered professional development that builds teacher capability and targets identified priorities to improve outcomes for learners.
Leaders and teachers maintain a strong focus on improving culturally responsive practices, this is increasing learner engagement and success in learning; staff have identified a need to continue to strengthen their understanding and use of te reo Māori.
Partnerships with parents, whānau, iwi and the wider community are strategically planned and used to inform improvement priorities.
Part C: Where to next?
The agreed next steps for the school are to:
engage with students, parents and whānau to identify strategies to improve regular attendance at school
strengthen leaders’ and teachers’ knowledge and use of effective literacy and numeracy strategies for ongoing improvement of Māori learners in writing and boys in mathematics.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
leaders and teachers review current strategies in use for addressing attendance concerns to identify what is working and what is not
Every six months:
staff take deliberate action in response to emerging trends, with particular attention to those learners at risk of not achieving especially Māori students in writing, boys in mathematics and those with lower rates of regular attendance
identify effective practice in literacy and numeracy teaching and use these to inform enhanced strategies for responding to learner need
Annually:
continue to use and report to the board student progress and achievement and wellbeing data to inform responsive decision making, and effective strategies for improving attendance, teaching and learning
use indicators of effective practice to evaluate the impact of initiatives for continued improvements in achievement and attendance.
Actions taken against these next steps are expected to result in:
improved and sustained rates of regular attendance at school
improved student outcomes, particularly for Māori students in writing and boys in mathematics.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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
Shelley Booysen Director of Schools
2 December 2024
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
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).