Franz Josef Glacier School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 42
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- State Highway 6, Franz Josef
- Territorial authority
- Westland District
- Phone
- 027-7520733
- principal@franzjosef.school.nz
- Directions
- Get directions
Other schools nearby: schools in West Coast
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
There is a compulsory school uniform that can be purchased through the school office.
- 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
International students must produce their student visa.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 27
- Māori
- 4
- Pacific
- 3
- Asian
- 11
- MELAA
- 0
- 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 | 0 | 0 | 1 | 0 | 0 | 3 | 0 | 4 |
| Year 02 | 0 | 0 | 4 | 0 | 0 | 3 | 0 | 7 |
| Year 03 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Year 04 | 0 | 0 | 1 | 0 | 0 | 2 | 0 | 3 |
| Year 05 | 2 | 0 | 2 | 0 | 0 | 3 | 0 | 7 |
| Year 06 | 1 | 0 | 1 | 0 | 0 | 1 | 0 | 3 |
| Year 07 | 1 | 1 | 2 | 0 | 1 | 6 | 0 | 8 |
| Year 08 | 0 | 0 | 2 | 0 | 0 | 2 | 0 | 4 |
| Total | 4 | 1 | 13 | 0 | 1 | 23 | 0 | 39 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 1 | 0 | 0 | 3 | 0 | 4 |
| Age 06 | 0 | 0 | 3 | 0 | 0 | 2 | 0 | 5 |
| Age 07 | 0 | 0 | 1 | 0 | 0 | 3 | 0 | 4 |
| Age 08 | 0 | 0 | 1 | 0 | 0 | 3 | 0 | 4 |
| Age 09 | 2 | 0 | 2 | 0 | 0 | 3 | 0 | 7 |
| Age 10 | 1 | 0 | 1 | 0 | 0 | 1 | 0 | 3 |
| Age 11 | 0 | 1 | 2 | 0 | 1 | 5 | 0 | 7 |
| Age 12 | 1 | 0 | 2 | 0 | 0 | 3 | 0 | 5 |
| Total | 4 | 1 | 13 | 0 | 1 | 23 | 0 | 39 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
32.2%
| Franz Josef Glacier School | 32.2% |
|---|---|
| West Coast Region | 76.2% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 45.8% |
| Māori | 211.7% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 32.2% |
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%
| Franz Josef Glacier School | 0% |
|---|---|
| West Coast Region | 4.5% |
| 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%
| Franz Josef Glacier School | 0% |
|---|---|
| West Coast Region | 2% |
| 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)
- 422
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 29 June 1968
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
- 5
- Last reviewed
- 26 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (16 June 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 16 June 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.
What this report states about the school
As stated in ERO’s report of 26 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners from Years 1 to 8
- Years 1 to 8
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 42 — 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.
April 2019
46
Counted while ERO’s review team was at the school. Education Review Office, report of 31 May 2019
July 2015
35
Counted while ERO’s review team was at the school. Education Review Office, report of 15 September 2015
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 26 May 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
Franz Josef Glacier School provides education for learners from Years 1 to 8, Its current roll is 42, with 10% Māori , 33% Asian and 57% European/ Pākehā learners. The school’s vision to develop its students to be ‘Franztastic Learners’ : confident, connected, actively involved, lifelong learners.
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? Learners benefit from excellent 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 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 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 for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are 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 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
The school has seen a significant recent increase in learners for whom English is their second language.
The school has good quality planning to increase the rate of progress for all groups of students.
The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has significantly 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.
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
Experienced school leadership effectively directs teaching and curriculum developments to meet the learning needs of an increasingly diverse school population.
The school develops a learning environment which values learner wellbeing, respect for others and self-responsibility.
Student progress is effectively monitored school-wide, with teachers proactively responding to achievement information to benefit all learners.
Teachers share a wide range of achievement information with their learners and whānau which develops learner engagement and interest in their next steps to make progress.
Leaders and teachers build collaborative partnerships with the school community to benefit learning.
Key priorities and actions for improvement
The agreed next steps for the school are to:
further embed schoolwide consistency in high-quality teaching, learning and assessment in literacy and mathematics
continue to improve regular attendance for all learners to meet Government targets.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
teachers and leaders review the consistency of literacy and mathematics teaching and learning practices and their impact on learners’ progress and achievement
teachers and leaders review practices and tools used within classrooms to support learners to self-assess their learning and set and self-monitor goals for improvement.
Every six months:
teachers and leaders review how effectively teachers use literacy and mathematics achievement data to meet learner needs so that all learners make progress
teachers and leaders monitor learners’ and whānau understandings of learners’ progress and next steps in improve in literacy and mathematics
leaders monitor the impact of strategies used to improve regular attendance rates for all learners.
Annually:
leaders and teachers evaluate how well learners are independently understanding and actioning how they can improve in literacy and mathematics to determine the effectiveness of steps taken to improve learner progress and achievement outcomes
leaders report to the board on school-wide progress and achievement data in literacy and mathematics, using trends identified to inform strategic and resourcing decisions to improve learner outcomes
leaders evaluate patterns in attendance for all learners and use this information to identify next steps to continue to increase regular rates of attendance.
Actions taken against these next steps are expected to result in:
embedded schoolwide consistency in high-quality literacy and mathematics teaching, learning and assessment practices, leading to improved achievement outcomes for all learners
increased levels of learner independence and engagement in setting and monitoring their literacy and mathematics learning goals, resulting in learning partnerships that support progress and achievement
improved rates of regular attendance for all learners.
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 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 Director of Schools (Acting)
26 May 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 5 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).