Belmont School (Auckland)
Contributing · State
- Year levels
- 1–6
- Total roll
- 422
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 3A Harrison Avenue, Belmont, Auckland
- Territorial authority
- Devonport-Takapuna Local Board Area
- Phone
- 09-4456605
- office@belmont.school.nz
- Website
- http://www.belmont.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
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
- Required
All children are required to wear our uniform.
- Required
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.
- International students
- Accepted, as stated
Belmont Primary Schools accepts international students at our school. We have about 9 international students a year, mostly from South Korea or China.
- Accepted, as stated
- Voluntary donation
- $350 per year
The School Donation is set at the amount of $350 per year.
- $350 per year
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
- Full scale biennial musical productions
Full scale biennial musical productions are a hallmark, while our smaller ensemble groups and individual performances give children the opportunity to develop their skills and offer a chance to shine.
- Full scale biennial musical productions
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 292
- Māori
- 25
- Pacific
- 13
- Asian
- 129
- MELAA
- 17
- Other
- 0
- International
- 8
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 | 8 | 6 | 17 | 3 | 0 | 37 | 1 | 57 |
| Year 02 | 4 | 3 | 13 | 4 | 0 | 45 | 1 | 60 |
| Year 03 | 4 | 5 | 20 | 2 | 3 | 35 | 0 | 57 |
| Year 04 | 7 | 1 | 22 | 2 | 0 | 63 | 0 | 84 |
| Year 05 | 5 | 4 | 22 | 5 | 2 | 53 | 1 | 72 |
| Year 06 | 4 | 4 | 19 | 3 | 1 | 50 | 0 | 67 |
| Year 07 | 1 | 0 | 2 | 0 | 2 | 12 | 0 | 14 |
| Total | 33 | 23 | 115 | 19 | 8 | 295 | 3 | 411 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 6 | 15 | 2 | 0 | 30 | 0 | 47 |
| Age 06 | 5 | 2 | 14 | 4 | 0 | 49 | 2 | 65 |
| Age 07 | 4 | 5 | 20 | 2 | 2 | 31 | 0 | 52 |
| Age 08 | 5 | 1 | 21 | 3 | 1 | 62 | 0 | 83 |
| Age 09 | 7 | 4 | 22 | 3 | 1 | 55 | 1 | 74 |
| Age 10 | 4 | 5 | 20 | 5 | 2 | 51 | 0 | 71 |
| Age 11 | 1 | 0 | 3 | 0 | 2 | 17 | 0 | 19 |
| Total | 33 | 23 | 115 | 19 | 8 | 295 | 3 | 411 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Belmont School (Auckland) | 0% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 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%
| Belmont School (Auckland) | 0% |
|---|---|
| Auckland Region | 3% |
| 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%
| Belmont School (Auckland) | 0% |
|---|---|
| Auckland Region | 1.4% |
| 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)
- 365
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1912
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
- 4
- Last reviewed
- 9 February 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (6 October 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 6 October 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 9 February 2026 — 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
What ERO wrote in its latest report
This is ERO’s report of 9 February 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
Belmont School provides education for learners in Years 1 to 6. Of the 454 students on the current roll, 62% are New Zealand European | Pākehā , 12% Asian, 5% identify as Māori , with a smaller number of learners from diverse cultural backgrounds. The school’s values of learning, respect, responsibility, cooperation, effort and manaakitanga underpin its vision to develop confident, curious and creative children.
A new Principal and Deputy Principal began in Term 2 2025.
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 October 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school evaluated how well school conditions contribute to accelerating student achievement through engagement in reading and the support for priority learners to ensure equitable and excellent outcomes.
Findings
The school embedded reading in its strategic planning and strengthened teaching through targeted professional development and the implementation of structured literacy approaches. Several initiatives were implemented to promote engagement in reading and involve parents through workshops and online resources. Equitable access was supported through lending libraries and digital platforms. Targeted interventions were tracked and learner outcomes in reading improved across the school.
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? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high 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 rich 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 responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.
Student Health and Safety The school board is taking reasonable steps to ensure student health and safety.
Achievement in Years 0 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 Almost all learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are becoming more 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 large majority of learners attend school regularly.
The school is approaching 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.
Assessment
This section is about how the school assesses learner progress and achievement.
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well 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 has 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
Learners experience a strong sense of belonging and pride in their school; practices that promote inclusion effectively support learner wellbeing and engagement.
Learners experience a rich curriculum that values their languages, cultures and identities.
Learners with additional needs are identified and participate in effective support programmes that minimise barriers to learning.
Teachers and leaders collaborate effectively; robust professional learning systems successfully develop a schoolwide culture of continuous improvement, high expectations and quality teaching practices.
Teachers use clear, structured routines and approaches in mathematics and literacy, and they apply consistent evidence-based practices that promote high achievement across all learning areas.
Key priorities
Integrate curriculum and assessment changes aligned with requirements of the New Zealand Curriculum.
Use the full capabilities of the student management system (SMS) and related tools to enhance record keeping, reporting, and the effective use of assessment data.
Embed and sustain high quality evaluative inquiry across all levels of the school to build knowledge, measure the impact of changed practices, and promote improved learner outcomes.
Continue to work with families to increase and sustain the rates of regular attendance of all learners.
Actions to bring about improvement
Within six months:
leaders review student management system (SMS) capabilities and associated tools and establish a systematic process for their use across the school
leaders provide professional learning for all staff to develop the knowledge and skills required for effective evaluation
leaders share expectations for regular attendance with the school community through the school’s attendance plan
Every six months:
leaders provide ongoing staff professional learning to enhance schoolwide teaching, learning and assessment practices
teachers and leaders systematically use appropriate tools, including the SMS, to collect, record and analyse learner progress and achievement data, informing next steps in teaching and learning, and reporting to the Board and families / whānau
leaders review the effectiveness of current initiatives to monitor regular attendance for all learners
Annually:
leaders monitor the integration of new curriculum and assessment requirements, and identify future priorities for professional learning opportunities
leaders and the Board review learner attendance, progress and achievement outcomes and use this information to report to parents and families / whānau and to inform goal setting and resourcing decisions.
Expected outcomes
Well integrated curriculum and assessment changes aligned to government priorities.
Robust evidence, review and evaluation guide strategic decision making and sustain ongoing improvement for learners.
School attendance meets or exceeds the Government target of 80% regular attendance.
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
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 and has completed an annual self-review of its implementation of the Code.
At the time of this review there were eight international students attending the school, and no exchange students.
International students are fully integrated into all aspects of school life. The school regularly reports to parents and the Board on their progress, achievement and wellbeing. Families are provided with opportunities to meet with staff throughout the year and provide feedback. The provision for education and pastoral care programmes is regularly reviewed to ensure learners have high quality educational opportunities.
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
9 February 2026
Read the full report on ero.govt.nz →
All 4 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).