Favona School
Contributing · State
- Year levels
- 1–6
- Total roll
- 278
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Wakefield Road, Favona, Auckland
- Territorial authority
- Māngere-Ōtāhuhu Local Board Area
- Phone
- 09-2758449
- kathyd@favona.school.nz
- Website
- http://www.favona.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 our students are expected to wear our school uniform while at school, when attending school trips and events outside of school.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 25
- Māori
- 55
- Pacific
- 234
- Asian
- 31
- MELAA
- 3
- Other
- 1
- 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 | 9 | 50 | 6 | 0 | 0 | 5 | 0 | 56 |
| Year 02 | 11 | 43 | 8 | 2 | 0 | 4 | 0 | 54 |
| Year 03 | 14 | 35 | 7 | 0 | 1 | 3 | 0 | 46 |
| Year 04 | 5 | 31 | 1 | 2 | 0 | 1 | 0 | 37 |
| Year 05 | 10 | 27 | 6 | 1 | 0 | 5 | 0 | 35 |
| Year 06 | 11 | 47 | 4 | 1 | 0 | 3 | 0 | 54 |
| Year 07 | 4 | 9 | 1 | 0 | 0 | 1 | 0 | 11 |
| Total | 64 | 242 | 33 | 6 | 1 | 22 | 0 | 293 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 41 | 6 | 0 | 0 | 4 | 0 | 47 |
| Age 06 | 12 | 51 | 7 | 1 | 0 | 5 | 0 | 59 |
| Age 07 | 11 | 29 | 7 | 1 | 0 | 3 | 0 | 40 |
| Age 08 | 9 | 35 | 2 | 1 | 1 | 1 | 0 | 43 |
| Age 09 | 10 | 26 | 6 | 2 | 0 | 4 | 0 | 35 |
| Age 10 | 10 | 49 | 4 | 1 | 0 | 4 | 0 | 55 |
| Age 11 | 5 | 11 | 1 | 0 | 0 | 1 | 0 | 14 |
| Total | 64 | 242 | 33 | 6 | 1 | 22 | 0 | 293 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
8.8%
| Favona School | 8.8% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 19.2% |
|---|---|
| Male | 0% |
| Māori | 40.8% |
| Pacific | 10.8% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 8.8% |
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%
| Favona School | 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%
| Favona School | 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)
- 494
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori or a Pacific language
- Urban / rural
- Major urban area
- Date opened
- 25 January 1974
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
- 2
- Last reviewed
- 18 June 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 18 June 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for students 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 278 — 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.
March 2019
424
Counted while ERO’s review team was at the school. Education Review Office, report of 6 June 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 18 June 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
Favona School provides education for students in Years 1 to 6. The roll is approximately 298. The largest group of students are of Pacific heritage and make up 82 percent of the roll. The school supports four language enrichment units in Māori , Niuean, Samoan and Tongan; each unit integrates cultural ways of learning and celebrates students’ respective languages and identities. The school’s vision encourages staff and students to weave together learning for the future.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
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 a variable focus on supporting learners to gain 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? 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 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 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 board is taking reasonable steps to ensure student health and safety.
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 A large majority of 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 equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
The school is behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing their use of assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school is developing 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 and/or pānui , tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
An explanation of the terms used in the Parent Summary can be found here: Reporting | Education Review Office
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
Students have a strong sense of wellbeing and belonging to school that strengthens their engagement in learning.
Leaders and the board implement meaningful strategic planning that clearly focuses on key areas of improvement, sustainability and what is best for each child.
Language enrichment classes provide strong culturally responsive learning environments for students and their families; these environments increase engagement for students and positive participation for parents.
Leaders and teachers establish high levels of relational trust with students and their families that supports students to take risks in their learning.
Leaders and staff are taking steps to integrate the new structured literacy and mathematics curriculum expectations schoolwide and to meet the Government’s 2026 requirements for assessment and reporting.
Well-considered staff professional development is targeted, planned and purposefully implemented for ongoing improvement of teaching and learning.
Key priorities and actions for improvement
The agreed next steps for the school are to:
monitor and review initiatives to improve regular attendance for all students
strengthen assessment practices, processes and teachers’ use of student progress and achievement information to support schoolwide consistency
maintain high quality teaching and learning practices schoolwide to further improve and sustain progress and achievement of learners in reading, writing and mathematics.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
embed the action plan that has been developed to support the implementation of the new teaching, learning and assessment expectations for literacy and mathematics
Every six months:
review the outcomes of attendance initiatives to inform ongoing planning and actions
provide ongoing staff professional learning to strengthen schoolwide teaching, learning and assessment practices
support teachers to systematically and collaboratively gather, analyse and use student progress and achievement information to embed high quality teaching practices that align with the new curriculum expectations
Annually:
evaluate and report to the board on the effectiveness of attendance strategies to increase regular attendance
review the consistency of schoolwide teaching, learning and assessment practices, including the impact on student progress and achievement, and use this to inform next steps
review the alignment of literacy and mathematics teaching and learning with the new curriculum expectations.
Actions taken against these next steps are expected to result in:
improved regular student attendance
increased student progress and achievement in reading, writing and mathematics
consistent high-quality teaching, learning and assessment practices embedded schoolwide.
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
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 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 Director of Schools (Acting)
18 June 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 2 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).