Silverstream (South) Primary School
Contributing · State
- Year levels
- 1–6
- Total roll
- 315
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 52 Green Street, Mosgiel
- Territorial authority
- Dunedin City
- Phone
- 03-4898577
- office@silverstre.am
- Website
- http://silverstre.am
- 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.
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.
- Where to buy the uniform
- http://silverstreamschool.nzuniforms.com/
Uniforms can be purchased from the New Zealand Uniforms in Dunedin. [Here is a link to the uniforms and prices](http://silverstreamschool.nzuniforms.com/)
- http://silverstreamschool.nzuniforms.com/
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 251
- Māori
- 72
- Pacific
- 23
- Asian
- 18
- MELAA
- 14
- 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 | 16 | 3 | 1 | 1 | 2 | 40 | 0 | 53 |
| Year 02 | 8 | 2 | 2 | 1 | 1 | 28 | 1 | 34 |
| Year 03 | 16 | 5 | 4 | 1 | 0 | 45 | 0 | 55 |
| Year 04 | 12 | 4 | 1 | 1 | 0 | 44 | 0 | 51 |
| Year 05 | 6 | 3 | 1 | 2 | 0 | 37 | 0 | 39 |
| Year 06 | 12 | 3 | 1 | 2 | 0 | 38 | 0 | 50 |
| Year 07 | 2 | 1 | 1 | 1 | 0 | 17 | 0 | 20 |
| Total | 72 | 21 | 11 | 9 | 3 | 249 | 1 | 302 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 16 | 3 | 1 | 1 | 1 | 39 | 0 | 51 |
| Age 06 | 7 | 1 | 2 | 1 | 2 | 26 | 1 | 32 |
| Age 07 | 17 | 6 | 4 | 1 | 0 | 49 | 0 | 60 |
| Age 08 | 12 | 4 | 1 | 1 | 0 | 42 | 0 | 49 |
| Age 09 | 6 | 3 | 1 | 2 | 0 | 36 | 0 | 38 |
| Age 10 | 12 | 3 | 1 | 2 | 0 | 38 | 0 | 50 |
| Age 11 | 2 | 1 | 1 | 1 | 0 | 19 | 0 | 22 |
| Total | 72 | 21 | 11 | 9 | 3 | 249 | 1 | 302 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
72.9%
| Silverstream (South) Primary School | 72.9% |
|---|---|
| Otago Region | 36.8% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 118.1% |
| Māori | 124.7% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 60.1% |
| Total | 72.9% |
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%
| Silverstream (South) Primary 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%
| Silverstream (South) Primary 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)
- 477
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 31 December 2003
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
- 28 January 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (5 August 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 5 August 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 28 January 2026 — 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 to 6
- Years 1 to 6
What ERO wrote in its latest report
This is ERO’s report of 28 January 2026 — “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
Silverstream (South) Primary School provides education for students in Years 1 to 6. The current school roll is 329, including a large majority (74%) of students who identify as Pākehā / New Zealand European and 16% identify as Māori with smaller groups from range of other ethnic backgrounds.
The school’s vision and motto are Learning to Be the Best That We Can Be / Akoranga Manawanui .
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 August 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvement
The school aimed to become a cultural hub within its community, where Māori learners take pride in their rich cultural heritage and all students deepen their knowledge, understanding and connection to te ao Māori . As a result of the evaluation focus, it was expected that all Māori learners would be able to identify and learn more about their iwi , and that engagement between whānau Māori and the school would increase.
Findings
The school prioritise hui (meetings) and other events that celebrate student success and actively involve whānau and families in school life. Growth of te reo Māori is supported through the establishment of a dedicated teaching and learning space, Te Pa . Deliberate engagement with mana whenua fosters a stronger appreciation of local tikanga and enhanced understanding of te ao Māori . The school value whānau voice in informing strategic decision-making and continue to proactively seek ways to strengthen community consultation.
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 a consistent focus on supporting learners to gain skills in 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 needs to ensure a physically and emotionally safe learning environment.
Achievement in Years 1 to 6
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 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 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 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 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 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
Students learn in calm and settled classroom environments. An active commitment by staff to positive behaviour management and strategies promote learners’ engagement and sense of belonging.
Students with additional learning needs are effectively supported through strong partnerships with families and well-designed individual education plans, ensuring successful transitions into and through school.
Teachers increasingly integrate students’ views, interests and strengths into programme design, supported by relationship-based approaches and a sustained focus on developing learners who can lead their own learning.
Team leaders provide professional leadership through collaborative, improvement-focused discussions and clear expectations for consistent, structured teaching practices.
Key priorities
Strengthen the use of data to inform strategic and annual planning, targets and actions to accelerate progress and raise achievement for priority groups.
Implement regular observations of teaching practice, with feedback aligned to curriculum, planning and assessment requirements.
Evaluate the impact of professional development and other initiatives on student outcomes.
Improve regular attendance to support positive student outcomes.
Actions to bring about improvement
Within three months:
leaders start a cycle of regular observations of teaching practice, with feedback conversations to foster improvement
the school Board, leaders and teachers analyse end-of-year progress and achievement data to document evidence-based strategic priorities, targets and actions for annual planning
leaders extend the attendance plan to include the range of actions and innovations currently used to grow attendance and reduce absence
Every six months:
leaders analyse and report on shifts in progress and achievement, identifying opportunities for further growth
leaders monitor and review schoolwide consistency in planning, teaching and assessment practices
leaders analyse and review the impact of attendance strategies in relation to attendance data
Annually:
leaders evaluate and report on the effectiveness of changes to teaching practices on student learning, progress and achievement to inform planning
the school Board and leaders evaluate and report on the impact of attendance initiatives over time on student engagement and attendance.
Expected outcomes
Improved student attendance, progress and achievement, with equity for priority groups.
Consistently high-quality teaching and learning experiences across teaching teams.
Evidence-informed strategic planning and evaluation approaches that improve student outcomes.
Regulatory and legislative requirements
This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.
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
Actions for compliance
ERO has identified the following areas of non-compliance during the board assurance process:
strengthen hazard monitoring and control processes to respond to changing levels of risk [Health and Safety at Work Act 2015; Health and Safety at Work (General Risk and Workplace Management) Regulations 2016]
keep sufficient records of the safety checking process for new employees as evidence of risk assessment, in line with the school’s appointment policy and procedures [sections 25 -27, and 599 Education and Training Act 2020].
The Silverstream (South) Primary School Board has taken steps to address the areas of non-compliance identified.
Provision for international students
This section is about the quality of the provision of education for international students enrolled at the school.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code.
No international students were enrolled at the time of the ERO review.
Recommendations
ERO’s evaluation of the school’s process for self-review and provision of pastoral care as required by the Code identified the school needs to strengthen its self-review approach.
ERO recommends that the New Zealand Qualifications Authority as Administrator of the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 follows up with the school its implementation of self-review.
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
28 January 2026
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).