Glen Innes School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 126
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 38-40 Eastview Road, Glen Innes, Auckland
- Territorial authority
- Maungakiekie-Tāmaki Local Board Area
- Phone
- 09-5283507
- admin@gleninnes.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
- 8
- Māori
- 45
- Pacific
- 93
- Asian
- 11
- MELAA
- 6
- 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 | 2 | 6 | 4 | 0 | 0 | 1 | 0 | 12 |
| Year 02 | 7 | 6 | 2 | 0 | 0 | 1 | 0 | 12 |
| Year 03 | 1 | 7 | 1 | 0 | 0 | 0 | 0 | 8 |
| Year 04 | 6 | 15 | 1 | 0 | 0 | 2 | 0 | 18 |
| Year 05 | 4 | 11 | 2 | 2 | 0 | 0 | 0 | 17 |
| Year 06 | 4 | 7 | 0 | 2 | 0 | 2 | 0 | 11 |
| Year 07 | 5 | 18 | 2 | 1 | 0 | 1 | 0 | 25 |
| Year 08 | 4 | 12 | 3 | 1 | 0 | 1 | 0 | 19 |
| Total | 33 | 82 | 15 | 6 | 0 | 8 | 0 | 122 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 7 | 4 | 0 | 0 | 1 | 0 | 13 |
| Age 06 | 7 | 5 | 2 | 0 | 0 | 1 | 0 | 11 |
| Age 07 | 2 | 7 | 1 | 0 | 0 | 1 | 0 | 9 |
| Age 08 | 5 | 14 | 1 | 0 | 0 | 1 | 0 | 16 |
| Age 09 | 4 | 12 | 2 | 2 | 0 | 0 | 0 | 18 |
| Age 10 | 4 | 7 | 0 | 2 | 0 | 2 | 0 | 11 |
| Age 11 | 4 | 16 | 2 | 1 | 0 | 1 | 0 | 22 |
| Age 12 | 5 | 12 | 3 | 0 | 0 | 1 | 0 | 19 |
| Age 13 | 0 | 2 | 0 | 1 | 0 | 0 | 0 | 3 |
| Total | 33 | 82 | 15 | 6 | 0 | 8 | 0 | 122 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
44.7%
| Glen Innes School | 44.7% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 52.8% |
|---|---|
| Male | 36.3% |
| Māori | 108.1% |
| Pacific | 25.8% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 83.3% |
| Total | 44.7% |
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%
| Glen Innes 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%
| Glen Innes 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
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1956
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
- 11 December 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (11 December 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 11 December 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 126 — 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.
November 2017
217
Counted while ERO’s review team was at the school. Education Review Office, report of 12 February 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 11 December 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 six months of the Education Review Office and Glen Innes 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
Glen Innes School in Auckland is a full primary school in East Auckland that provides education for learners in Years 1 to 8. The school’s vision is REACH every learner’s potential – ka taea te kaha o ngā ākonga katoa , with the values of responsibility, effort, ako , commitment and honesty.
The school is part of the Manaiakalani Kāhui Ako .
Glen Innes School ’s strategic priorities for improving outcomes for learners are to:
strengthen home-school partnerships
strengthen teaching pedagogy in reading and mathematics in order to accelerate priority groups
consistently realise the school attendance target of 91%.
You can find a copy of the school’s strategic and annual plan on Glen Innes School ’s website.
ERO and the school are working together to evaluate the impact of focussed teaching in reading and mathematics on the accelerated progress of learners.
The rationale for selecting this evaluation is school data indicates a need for accelerated learning in mathematics and literacy, particularly in the first four years at school. The school is working to strengthen home-school partnerships to improve attendance as poor attendance has been a barrier to achievement.
The school expects to see:
deliberate and effective teaching practices which directly impact achievement
an increased number of learners making accelerated progress in reading, writing and maths
strengthened partnerships with parents and whānau to contribute to learner attendance, engagement and achievement.
Strengths
The school can draw from the following strengths to support its goal to evaluate the impact of focussed teaching in reading and mathematics on the accelerated progress of learners:
learners experience a school learning culture that is positive and culturally responsive
commitment by staff to work with parents, whānau and community agencies to strengthen home-school relationships and improve attendance
a long-lasting partnership and commitment to the Manaiakalani Kāhui Ako to support teacher practice.
Where to next?
Moving forward, the school will prioritise:
identifying and strengthening the use of teaching practices which lead to accelerated progress and sustained achievement in the foundation areas of reading, writing and mathematics
tracking and monitoring the achievement of learners to ensure progress is sufficient
developing community engagement and learning initiatives such as Reading Together and the Drop-in Café
monitoring the success of engagement and attendance initiatives.
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
11 December 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 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).