Forrest Hill School
Contributing · State
- Year levels
- 1–6
- Total roll
- 473
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 50 Forrest Hill Road, Forrest Hill, Auckland
- Territorial authority
- Devonport-Takapuna Local Board Area
- Phone
- 09-4108939
- admin@forresthill.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.
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
At Forrest Hill School we provide quality study programmes for students who are 5 – 11 years old. Students can complete short or long term study programmes.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 138
- Māori
- 22
- Pacific
- 9
- Asian
- 306
- MELAA
- 35
- Other
- 1
- 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 | 3 | 2 | 52 | 6 | 2 | 23 | 0 | 82 |
| Year 02 | 5 | 0 | 47 | 5 | 1 | 16 | 3 | 69 |
| Year 03 | 5 | 1 | 37 | 6 | 0 | 19 | 1 | 62 |
| Year 04 | 8 | 1 | 45 | 6 | 1 | 24 | 1 | 77 |
| Year 05 | 6 | 2 | 55 | 4 | 1 | 24 | 0 | 86 |
| Year 06 | 8 | 4 | 57 | 7 | 0 | 17 | 0 | 80 |
| Year 07 | 1 | 2 | 3 | 3 | 0 | 5 | 1 | 14 |
| Total | 36 | 12 | 296 | 37 | 5 | 128 | 6 | 470 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 1 | 43 | 6 | 2 | 18 | 0 | 68 |
| Age 06 | 5 | 1 | 47 | 5 | 1 | 19 | 3 | 72 |
| Age 07 | 4 | 1 | 46 | 5 | 0 | 20 | 1 | 70 |
| Age 08 | 8 | 1 | 43 | 7 | 1 | 24 | 1 | 76 |
| Age 09 | 7 | 2 | 59 | 4 | 1 | 24 | 0 | 91 |
| Age 10 | 8 | 4 | 52 | 7 | 0 | 18 | 0 | 76 |
| Age 11 | 1 | 2 | 6 | 3 | 0 | 5 | 1 | 17 |
| Total | 36 | 12 | 296 | 37 | 5 | 128 | 6 | 470 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
12%
| Forrest Hill School | 12% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 22% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 10.3% |
| Other | 0% |
| European/Pākehā | 19.1% |
| Total | 12% |
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%
| Forrest Hill 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%
| Forrest Hill 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)
- 373
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 1959
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
- 3 March 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (3 March 2025)
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 3 March 2025 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 473 — 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 2018
446
Counted while ERO’s review team was at the school. Education Review Office, report of 3 May 2018
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 3 March 2025 — “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
Forrest Hill School is located on Auckland’s North Shore and provides education for students in Years 1 to 6. The school’s vision of Nurturing growth for a lifetime of learning is underpinned by three core values of Respect, Connect and Challenge .
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 show improvement is sustained over time.
Most learners achieve at or above curriculum expectations in reading, writing and mathematics.
Learners express a strong sense of belonging and pride in their school; wellbeing information shows that students are well supported to succeed.
A large majority of learners attend school regularly; the school is approaching the Government’s target for regular attendance.
Conditions to support learner success
Strategic leadership fosters high levels of relational trust and collaboration among staff and the community.
Leadership uses a range of high quality evidence, including achievement information and community feedback, to plan and implement strategic priorities; improvement actions are regularly evaluated for impact on student outcomes.
Senior and middle leaders collaborate closely with teaching staff to inquire into their practice, effectively responding to the many different needs of learners.
Leaders tailor professional learning to the needs of staff and the priorities of the school, ensuring a strong culture of growth and development is at the centre of strategic decision making.
Students have opportunities to learn across the breadth of the curriculum and are well supported by effective teaching practice.
Teachers know their learners well and create inclusive, responsive and well-organised classroom environments that encourage high engagement in learning.
Learners experience rich and relevant learning opportunities across the school that reflect local contexts.
Effective teaching and learning approaches ensure that learners know what they are learning, building independence and ownership of their learning goals.
School conditions are well aligned and support positive outcomes for learners.
Parents and whānau are valued partners in their child’s learning; the board and leaders regularly consult to ensure that community aspirations are reflected in strategic priorities.
Te reo Māori and tikanga Māori are increasingly embedded into learning programmes across the school, with learners taking on leadership roles for schoolwide mihi whakatau and class paepae .
Leaders and teachers use strong systems for the analysis of student progress and achievement information, supporting robust discussion and decision making throughout the school.
Students with additional learning needs are clearly identified and well supported to achieve through a range of personalised learning programmes.
Part B: Where to next?
The agreed next steps for the school are to:
monitor strategies and initiatives to continue to improve the regular attendance of all learners
embed structured literacy approaches across the school, further building teacher knowledge and practice and sustaining positive learner outcomes in reading and writing
work in partnership with local iwi to understand and integrate knowledge, perspectives and stories from the area, strengthening the school curriculum.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
review attendance information to refine strategies that increase regular attendance
continue to provide relevant professional learning opportunities that strengthen teachers’ understanding and delivery of structured literacy approaches
meet with local iwi , alongside Te Kāhui Ako o Pupuke , to explore and develop further a curriculum that includes mana whenua perspectives and stories from the local area
Annually:
analyse and report to the board on learner attendance, progress and achievement information against strategic priorities to inform future planning
review and refine the school curriculum to ensure that it reflects the knowledge and stories of local iwi .
Actions taken against these next steps are expected to result in:
sustained and increasingly high levels of regular student attendance
teachers consistently use effective strategies in structured literacy that further support excellent progress and achievement in reading and writing
learners who are confident in their knowledge and understanding of key stories and places of significance shared by local iwi .
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
Sharon Kelly Acting Director of Schools
3 March 2025
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 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).