Tua Marina School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 94
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Campbells Road, Blenheim
- Territorial authority
- Marlborough District
- Phone
- 03-5705621
- office@tuamarina.school.nz
- Directions
- Get directions
Other schools nearby: schools in Marlborough
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
- Tua Marina School “Hanga Atu ki te Tua Marino – Creating the CALM Beyond“
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
- choir
Provide opportunities for students through: choir, Kapahaka, dance – end of year assembly, Jump Jam, etc, class and school productions, exhibitions, Marlborough Arts Festival, guitar lessons, extension programmes, etc.
- Jump Jam
Provide opportunities for students through: choir, Kapahaka, dance – end of year assembly, Jump Jam, etc, class and school productions, exhibitions, Marlborough Arts Festival, guitar lessons, extension programmes, etc.
- class and school productions
Provide opportunities for students through: choir, Kapahaka, dance – end of year assembly, Jump Jam, etc, class and school productions, exhibitions, Marlborough Arts Festival, guitar lessons, extension programmes, etc.
- guitar lessons
Provide opportunities for students through: choir, Kapahaka, dance – end of year assembly, Jump Jam, etc, class and school productions, exhibitions, Marlborough Arts Festival, guitar lessons, extension programmes, etc.
- hockey
Students are encouraged to play sport and school teams include: hockey, basketball, touch rugby, cricket, flippa ball, and netball.
- basketball
Students are encouraged to play sport and school teams include: hockey, basketball, touch rugby, cricket, flippa ball, and netball.
- touch rugby
Students are encouraged to play sport and school teams include: hockey, basketball, touch rugby, cricket, flippa ball, and netball.
- cricket
Students are encouraged to play sport and school teams include: hockey, basketball, touch rugby, cricket, flippa ball, and netball.
- flippa ball
Students are encouraged to play sport and school teams include: hockey, basketball, touch rugby, cricket, flippa ball, and netball.
- netball
Students are encouraged to play sport and school teams include: hockey, basketball, touch rugby, cricket, flippa ball, and netball.
- kapahaka group
Tua Marina School’s kapahaka group meets once a week for two terms.
- choir
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 77
- Māori
- 23
- Pacific
- 2
- Asian
- 2
- 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 | 5 | 0 | 1 | 0 | 0 | 16 | 0 | 17 |
| Year 02 | 2 | 0 | 0 | 0 | 0 | 7 | 0 | 8 |
| Year 03 | 5 | 0 | 0 | 0 | 0 | 13 | 0 | 14 |
| Year 04 | 5 | 0 | 3 | 2 | 2 | 10 | 0 | 12 |
| Year 05 | 5 | 1 | 0 | 0 | 3 | 17 | 0 | 20 |
| Year 06 | 3 | 0 | 0 | 2 | 1 | 11 | 0 | 12 |
| Year 07 | 3 | 0 | 0 | 0 | 0 | 10 | 0 | 10 |
| Year 08 | 4 | 1 | 1 | 1 | 0 | 8 | 0 | 8 |
| Total | 32 | 2 | 5 | 5 | 6 | 92 | 0 | 101 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 0 | 1 | 0 | 0 | 16 | 0 | 17 |
| Age 06 | 2 | 0 | 0 | 0 | 0 | 5 | 0 | 6 |
| Age 07 | 5 | 0 | 0 | 0 | 0 | 13 | 0 | 14 |
| Age 08 | 5 | 0 | 3 | 2 | 2 | 12 | 0 | 14 |
| Age 09 | 5 | 1 | 0 | 0 | 3 | 16 | 0 | 19 |
| Age 10 | 3 | 0 | 0 | 2 | 1 | 11 | 0 | 12 |
| Age 11 | 3 | 0 | 0 | 0 | 0 | 10 | 0 | 10 |
| Age 12 | 4 | 1 | 1 | 1 | 0 | 9 | 0 | 9 |
| Total | 32 | 2 | 5 | 5 | 6 | 92 | 0 | 101 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Tua Marina School | 0% |
|---|---|
| Marlborough Region | 36.2% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Tua Marina 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 | 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%
| Tua Marina 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 | 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)
- 432
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 31 January 1871
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
- 30 October 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (30 October 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 30 October 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 94 — 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.
September 2019
131
Counted while ERO’s review team was at the school. Education Review Office, report of 25 October 2019
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 30 October 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
Tua Marina School is located is in Tuamarina township, close to Blenheim. It provides education for students in Years 1 to 8. A newly appointed principal is guiding the school towards its vision of working together to grow a healthy and happy community where every learner succeeds .
There are two parts to this report.
Part A: 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 B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for learners are increasingly equitable and excellent.
Most students achieve at or above curriculum expectations in reading and mathematics, and less than half achieve in writing.
Māori student achievement is higher than their school peers in reading and mathematics.
Disparity for boy’s progress and achievement remains in reading and writing.
Less than half of all students attend school regularly; the school is not yet meeting the Ministry of Education attendance target.
Conditions to support learner success
Leadership increasingly identifies and implements plans for improvement, aligned to current school priorities.
Leaders gather and analyse a wide range of student achievement and wellbeing information; informative reports to the board strengthens goal setting and plans for ongoing improvement.
Leaders have strengthened guidelines and expectations for consistent assessment practices; achievement information is now reliable and sufficient to identify areas for improvement.
Leaders increasingly use achievement information to select appropriate professional development; improvements in teaching practice are targeted to students learning needs.
Teaching is increasingly intentional and responsive to the different needs of learners.
Learners benefit from orderly learning environments; teachers actively support them to engage and apply new learning.
Teachers and leaders have established useful plans to meet individual learners needs and progress and achievement is tracked and monitored well; continuing to build knowledge and understanding of effective literacy strategies is a priority.
Teachers and leaders proactively identify and draw on community resources to enhance student learning opportunities, engagement and wellbeing.
Key organisational conditions that support student learning and wellbeing need further development.
The board and leaders effectively consult with the community and gather their aspirations for improvement; this informs strategic priorities.
Parents and whānau value the wide range of opportunities that enable them to be actively involved in their children’s learning.
Staff know learners well and work together to provide purposeful, well-paced learning opportunities for all learners.
Part B: Where to next?
The agreed next steps for the school are to:
strengthen leaders’ and teachers’ knowledge and use of effective literacy strategies to raise student achievement in writing
engage with students, parents and whānau to identify strategies to improve regular attendance at school
develop a more targeted and strategic approach to evaluating school priorities for ongoing improvement.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
teachers undertake professional development in literacy
consult with students and parents to understand attendance issues and develop an improvement plan
research what effective internal evaluation looks like and develop a shared approach for leaders and teachers to review what is working to improve outcomes and who for.
Every six months:
review the impact of targeted approaches to further improve rates of regular attendance and report this to the school board
staff take deliberate action in response to emerging trends, with particular attention to those learners at risk of not achieving in literacy and those with lower rates of regular attendance.
Annually:
leaders, with staff, analyse and report to the board on attendance and student achievement in reading, writing and mathematics and used to inform ongoing improvements
review longitudinal data to understand shifts in trends and patterns of student attendance, progress, achievement and wellbeing to monitor the sustainability of improvements
evaluate the impact of the agreed teaching and learning practices and professional development.
Actions taken against these next steps are expected to result in:
improved achievement outcomes for students in writing
improved equity between groups of students, particularly boys in reading and writing
more students engaging in learning and attending regularly
a fully embedded evaluation process to inform strategic direction.
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
30 October 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 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).