Spring Creek School
Contributing · State
- Year levels
- 1–6
- Total roll
- 44
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 52 Ferry Road, Spring Creek
- Territorial authority
- Marlborough District
- Phone
- 03-5705514
- admin@springcreek.school.nz
- Directions
- Get directions
Other schools nearby: schools in Marlborough
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 35
- Māori
- 14
- Pacific
- 3
- Asian
- 0
- MELAA
- 1
- 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 | 2 | 0 | 0 | 1 | 12 | 0 | 13 |
| Year 02 | 1 | 1 | 0 | 0 | 0 | 4 | 0 | 6 |
| Year 03 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Year 04 | 5 | 1 | 0 | 0 | 0 | 9 | 0 | 12 |
| Year 05 | 3 | 2 | 2 | 2 | 0 | 6 | 0 | 12 |
| Year 06 | 1 | 1 | 0 | 1 | 0 | 3 | 0 | 5 |
| Total | 17 | 7 | 2 | 3 | 1 | 39 | 0 | 53 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 2 | 0 | 0 | 1 | 9 | 0 | 10 |
| Age 06 | 1 | 0 | 0 | 0 | 0 | 6 | 0 | 7 |
| Age 07 | 1 | 1 | 0 | 0 | 0 | 6 | 0 | 7 |
| Age 08 | 5 | 1 | 0 | 0 | 0 | 10 | 0 | 13 |
| Age 09 | 3 | 2 | 2 | 2 | 0 | 5 | 0 | 11 |
| Age 10 | 1 | 1 | 0 | 1 | 0 | 2 | 0 | 4 |
| Age 11 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 17 | 7 | 2 | 3 | 1 | 39 | 0 | 53 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
562.8%
| Spring Creek School | 562.8% |
|---|---|
| Marlborough Region | 36.2% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 937.4% |
| Māori | 917.1% |
| Pacific | Too few to report |
| Asian | Too few to report |
| Other | Too few to report |
| European/Pākehā | 441.7% |
| Total | 562.8% |
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
148.4%
| Spring Creek School | 148.4% |
|---|---|
| Marlborough Region | 4% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 252.8% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 206.3% |
| Total | 148.4% |
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%
| Spring Creek School | 0% |
|---|---|
| Marlborough Region | 1% |
| 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)
- 498
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 25 January 1873
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
- 26 February 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 26 February 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for 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 44 — 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 2017
44
Counted while ERO’s review team was at the school. Education Review Office, report of 14 July 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 26 February 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.
About the School
Spring Creek School is located in Spring Creek, Marlborough, and provides education for learners in Years 1 to 6. The current school roll is 44 students. New Zealand European/ Pākehā students made up the largest proportion of all learners (75%), 28% identified as Māori ; and 6% identified as Asian.
The school values of Respect – Manaaki , Responsibility – Takohanga , Resilience – Manawaroa , and Relationships – Piringa , underpins the curriculum. Their mission is for all ākonga to be actively involved learners who are confident, creative, and connected - nā te whaitake ka tū māia, auaha, tauhere hoki te ākonga .
Progress since May 2020 ERO report
The school expected to improve outcomes for learners through increasing engagement with the community, promoting culturally responsive relationships and better use of evidence-based internal evaluation to guide future school decision making.
The school has had a continued focus on improving engagement with the community and culturally responsive practices. Leaders and teachers use robust consultation processes to gather community aspirations; feedback and ideas are increasingly used well to inform development of some strategic priorities for improvement. Leaders and teachers continue to strengthen partnerships with parents and whānau to actively participate in, and contribute to, students’ learning through ongoing, reciprocal communication. Teachers increasingly work collaboratively to develop and implement teaching and learning opportunities that are inclusive of students’ language, culture and identity.
Raising student achievement and rates of regular attendance remains an urgent priority. The development and use of internal evaluation to accurately identify what is working well and what needs improvement is a next step.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well.
What is the quality of teaching and learning? The school is improving teaching and learning.
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 an increasingly consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs require better support to achieve their education goals.
How well does school planning and conditions support ongoing improvement? The school is establishing planning and conditions that support improvements in the quality of education for learners.
How well does the school include all learners and promote their engagement and wellbeing? The school reasonably 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 is improving its reporting 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 needs to ensure a physically and emotionally safe learning environment.
Achievement in Years 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics Less than half of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Attendance
The school is behind the target of 80% regular attendance.
The school is developing a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
The school is not yet using an appropriate approach and reliable practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school has high numbers of students with complex needs; this includes both learning and behaviour.
The school is developing good quality planning to increase the rate of progress for all groups of students.
The school has not improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has not extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making some progress towards meeting Government reading, writing and mathematics and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
Support
During the course of this review ERO had concerns about the quality of education being provided and made recommendations for support and/or intervention to the Secretary / Ministry of Education.
Part B - Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Māori students achieve higher than other students in the school in reading, writing and mathematics.
The board and leaders regularly consult with the school’s diverse community, using well-established partnerships, this informs strategic priorities for school improvement.
Teachers and leaders have undertaken professional development in structured literacy and have developed plans to deliver schoolwide from 2025.
The school curriculum is designed to ensure that students have access to at least one hour per day in reading, writing and mathematics.
Teachers work collaboratively to develop and implement teaching and learning opportunities that are increasingly inclusive of students’ language, culture and identity.
Professional learning opportunities, and monitoring of required changes in teacher practice and student outcomes, are increasingly aligned to strategic priorities.
Teachers and leaders continue to build their understanding and use of evaluation to inquire into teaching practices and identify next steps for improvement in teaching and learning.
Key priorities and actions for improvement
The agreed next steps for the school are to:
strengthen teaching practices in mathematics and literacy to improve achievement for all learners in reading, writing and mathematics
improve teachers’ and leaders’ analysis, understanding and use of progress and achievement data to inform improvement priorities
evaluate and extend strategies and initiatives that improve students’ regular attendance
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
teachers undertake professional development in literacy and mathematics to raise student achievement
consult with students and parents to understand attendance issues and develop an improvement plan
leaders and teachers undertake professional development in the effective use of the analysis of students' progress and achievement data to guide continuous improvement
Every six months:
leaders report to the board on student progress and achievement in reading, writing and mathematics to show the impact of planned actions and intended response to emerging trends
report to the board and community progress towards improving regular rates of attendance
review the strategies used to improve attendance, reading, writing and mathematics outcomes to inform next steps
Annually:
analysis of student attendance, progress and achievement is reported to the board and the community and used to adapt strategies for ongoing improvement
the school board scrutinises achievement and engagement reporting to inform improvement priorities and resourcing decisions
teachers share best teaching practice in literacy and mathematics across the school
evaluate initiatives implemented to improve attendance to inform next steps.
Actions taken against these next steps are expected to result in:
improved outcomes for all students in reading, writing and mathematics
increased equity in achievement between groups of students
more students attending school regularly
improved analysis of schoolwide data to identify improvement priorities and resource appropriately.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some 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:
the school board must comply with the requirement to adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community [Education and Training Act 2020]
the school board must ensure it receives regular reporting on its compliance with the Health and Safety at Work Act. [Health and Safety at Work Act 2015]
The board has since taken steps to address the areas of non-compliance identified.
Recommendation to the Ministry of Education
ERO recommends that the Ministry of Education provide tailored support for:
leadership of learning.
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
Sharon Kelly Acting Director of Schools
26 February 2025
Education Counts
This 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 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).