Tiny independent co-ed secondary (Years 7–8, 42 students) in Richmond, VIC, serving Indigenous students exclusively.
NAPLAN well below national year-level averages; the result is a D overall.
Melbourne Indigenous Transition School has an overall SchoolRank score of 25.2/100, rated "Below Average". This score is calculated from academic results, student growth, wellbeing, extracurricular programs, and value for money. Academically, the school scores 21/100, indicating developing performance relative to other Australian schools. The school's ICSEA (Index of Community Socio-Educational Advantage) is 761, below the national average of 1,000.
In 2025 NAPLAN testing at Melbourne Indigenous Transition School, Year 7 students averaged 441 across the tested NAPLAN domains, well below the national average of 540 for that year level. National averages are specific to each year level, because NAPLAN scores are scaled so older year levels score higher, a school-wide average can't be compared with a single national figure.
Melbourne Indigenous Transition School is a very small independent combined school with approximately 42 students. It offers education for years 7-8. As a independent school, enrolment typically involves an application process. Contact the school directly for enrolment criteria, waiting lists, and open day information.
Melbourne Indigenous Transition School has a student-to-teacher ratio of 5.8:1. This is well below the national average of approximately 14:1, meaning students generally receive more individual attention. Support staff make up 37% of the workforce, providing additional learning assistance and pastoral care. The student attendance rate is 82%, which is below the national benchmark.
Melbourne Indigenous Transition School is located in Richmond, VIC, classified as a major cities school. With an ICSEA of 761 (2th percentile), the school community's socio-educational advantage is below average, which means the school serves a community with greater socio-educational challenges. ICSEA measures the educational advantage of a school's community, not the school's quality, a lower ICSEA school with strong academic scores may indicate particularly effective teaching.