Birdwood School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 287
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Karepo Crescent, Ranui, Auckland
- Territorial authority
- Henderson-Massey Local Board Area
- Phone
- 09-8338479
- admin@birdwood.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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 62
- Māori
- 110
- Pacific
- 131
- Asian
- 43
- MELAA
- 19
- 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 | 20 | 20 | 5 | 1 | 0 | 10 | 0 | 42 |
| Year 02 | 16 | 19 | 6 | 2 | 0 | 8 | 0 | 38 |
| Year 03 | 15 | 9 | 3 | 2 | 1 | 10 | 0 | 29 |
| Year 04 | 12 | 14 | 0 | 1 | 0 | 11 | 0 | 29 |
| Year 05 | 20 | 18 | 3 | 1 | 0 | 8 | 0 | 39 |
| Year 06 | 11 | 17 | 3 | 1 | 0 | 5 | 0 | 30 |
| Year 07 | 10 | 16 | 3 | 1 | 0 | 4 | 0 | 28 |
| Year 08 | 11 | 14 | 5 | 0 | 0 | 5 | 0 | 29 |
| Total | 115 | 127 | 28 | 9 | 1 | 61 | 0 | 264 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 15 | 17 | 2 | 1 | 0 | 7 | 0 | 31 |
| Age 06 | 19 | 20 | 9 | 2 | 0 | 10 | 0 | 46 |
| Age 07 | 15 | 9 | 3 | 1 | 0 | 10 | 0 | 27 |
| Age 08 | 15 | 16 | 0 | 2 | 1 | 12 | 0 | 35 |
| Age 09 | 18 | 15 | 2 | 1 | 0 | 8 | 0 | 34 |
| Age 10 | 12 | 19 | 4 | 1 | 0 | 5 | 0 | 33 |
| Age 11 | 10 | 13 | 3 | 1 | 0 | 4 | 0 | 25 |
| Age 12 | 10 | 16 | 2 | 0 | 0 | 3 | 0 | 26 |
| Age 13 | 1 | 2 | 3 | 0 | 0 | 2 | 0 | 7 |
| Total | 115 | 127 | 28 | 9 | 1 | 61 | 0 | 264 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
61.8%
| Birdwood School | 61.8% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 16% |
|---|---|
| Male | 104.7% |
| Māori | 50.1% |
| Pacific | 79.4% |
| Asian | 0% |
| Other | 358.2% |
| European/Pākehā | 79% |
| Total | 61.8% |
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
0%
| Birdwood School | 0% |
|---|---|
| Auckland Region | 3% |
| 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%
| Birdwood School | 0% |
|---|---|
| Auckland Region | 1.4% |
| 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)
- 522
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori or a Pacific language
- Urban / rural
- Major urban area
- Date opened
- 19 November 1982
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
- 8 May 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (8 May 2023)
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 8 May 2023 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 287 — 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 2015
201
Counted while ERO’s review team was at the school. Education Review Office, report of 7 September 2015
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 8 May 2023 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within 12 months of the Education Review Office and Birdwood School working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website www.ero.govt.nz
Context
Birdwood School, located in West Auckland, provides education for students from years 1 to 8. The school values are to be respectful, responsible, a rangatira and resilience. The school provides a Māori Immersion class, Te Puawaitanga o te Reo . A new principal was appointed to the school in term four, 2022.
Birdwood School’s strategic priorities for improving outcomes for learners are to:
grow teacher capacity across the curriculum
enhance the use of digital technologies
strengthen relationships with our community and local community
have a safe and secure learning environment that supports the health and wellbeing of learners and staff.
You can find a copy of the school’s strategic and annual plan on Birdwood School’s website.
ERO and the school are working together to evaluate how effectively the school’s writing programme is meeting the needs and raising achievement for all learners.
The rationale for selecting this evaluation is:
student achievement in writing is not meeting school and community expectations
to ensure that the school’s writing progressions are effectively raising the achievement of all learners.
The school expects to see:
learners being supported to be successful and enjoying writing
teachers using strategies based on deliberate acts of teaching in order to improve outcomes for learners’
teachers use evidence gathered and analysed to meet the needs of the learners
teachers use adaptive expertise to know how and when to support learners.
Strengths
The school can draw from the following strengths to support the school in its goal to continually improve the teaching and learning of writing across the school:
meaningful, educationally significant connections, communication and relationships with mana whenua, whānau Māori, hapu, iwi and parents, families and the wider diverse Pacific community
the well-established school and classroom learning culture constantly characterised by respect, inclusion, empathy, collaboration and safety that is focused on the learning and wellbeing of each learner
learners and staff have a strong sense of belonging, staff are open to learning and are culturally responsive to their learners.
Where to next?
Moving forward, the school will prioritise:
continuing to strengthen teaching strategies and build on practices to promote greater equity
increasing the use of relevant, challenging and meaningful learning activities
ensuring that effective assessment for learning practices are embedded to better inform teachers and students’ learning choices and decisions about their learning.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director of Schools
8 May 2023
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).