Glenbervie School
Contributing · State
- Year levels
- 1–6
- Total roll
- 225
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 151 Ngunguru Road, Glenbervie
- Territorial authority
- Whangarei District
- Phone
- 09-4375812
- office@glenbervie.school.nz
- Directions
- Get directions
Other schools nearby: schools in Whangārei · schools in Northland
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.
- Term dates
- Term 1, 2026: Wednesday 4 February - Thursday 2 April
Term 1 | Wednesday 4 February | Thursday 2 April
Year stated asTeacher only days for 2026 to be added.
- Term 2, 2026: Monday 20 April - Friday 3 July
Term 2 | Monday 20 April | Friday 3 July
Year stated asTeacher only days for 2026 to be added.
- Term 3, 2026: Monday 20 July - Friday 25 September
Term 3 | Monday 20 July | Friday 25 September
Year stated asTeacher only days for 2026 to be added.
- Term 4, 2026: Monday 12 October - Friday 18 December
Term 4 | Monday 12 October | Friday 18 December
Year stated asTeacher only days for 2026 to be added.
- Term 1, 2026: Wednesday 4 February - Thursday 2 April
- Getting there
- Three bus routes: a) Kiripaka Rd/Ngunguru Ford Rd. b) Pātaua/Glenbervie c) Harris Rd/Whareora Rd
Our School has three bus routes supporting students to and from school daily: a) Kiripaka Rd/Ngunguru Ford Rd. b) Pātaua/Glenbervie c) Harris Rd/Whareora Rd
- Three bus routes: a) Kiripaka Rd/Ngunguru Ford Rd. b) Pātaua/Glenbervie c) Harris Rd/Whareora Rd
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.
- In their words
- Our mission is to empower every student in our mighty little school to reach their full potential, guiding them along their unique Pathway to Excellence.
- We stand for our guiding principles; the values that shape our culture and nurture our behaviour.
- Kindness - Kia Aroha
- Confidence - Kia Māia
- Resilience - Kia Manawanui
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- kapa haka
Inspiration for the kapa haka comes from the children, the community, our past and our future.
- hockey
We offer sports clubs for hockey, netball, and basketball, where students can practice, compete in local competitions, and build strategies to achieve their sporting goals.
- netball
We offer sports clubs for hockey, netball, and basketball, where students can practice, compete in local competitions, and build strategies to achieve their sporting goals.
- basketball
We offer sports clubs for hockey, netball, and basketball, where students can practice, compete in local competitions, and build strategies to achieve their sporting goals.
- swimming
our students engage in a range of summer and winter sports, including swimming
- athletics
Whole-school events such as athletics, cross country, swimming sports, and Winter Sports Day bring the entire community together
- cross country
Whole-school events such as athletics, cross country, swimming sports, and Winter Sports Day bring the entire community together
- swimming sports
Whole-school events such as athletics, cross country, swimming sports, and Winter Sports Day bring the entire community together
- Winter Sports Day
Whole-school events such as athletics, cross country, swimming sports, and Winter Sports Day bring the entire community together
- kapa haka
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 174
- Māori
- 79
- Pacific
- 7
- Asian
- 6
- MELAA
- 5
- Other
- 2
- 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 | 16 | 0 | 1 | 2 | 0 | 24 | 0 | 34 |
| Year 02 | 15 | 3 | 0 | 0 | 0 | 30 | 0 | 40 |
| Year 03 | 12 | 0 | 0 | 0 | 0 | 34 | 0 | 42 |
| Year 04 | 10 | 2 | 0 | 1 | 0 | 34 | 0 | 40 |
| Year 05 | 10 | 1 | 1 | 0 | 0 | 27 | 0 | 31 |
| Year 06 | 11 | 0 | 0 | 0 | 0 | 30 | 0 | 33 |
| Year 07 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 4 |
| Total | 77 | 6 | 2 | 3 | 0 | 180 | 0 | 224 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 12 | 0 | 1 | 2 | 0 | 20 | 0 | 28 |
| Age 06 | 16 | 3 | 0 | 0 | 0 | 31 | 0 | 42 |
| Age 07 | 15 | 0 | 0 | 0 | 0 | 33 | 0 | 42 |
| Age 08 | 10 | 2 | 0 | 1 | 0 | 33 | 0 | 39 |
| Age 09 | 9 | 0 | 1 | 0 | 0 | 29 | 0 | 32 |
| Age 10 | 12 | 1 | 0 | 0 | 0 | 29 | 0 | 33 |
| Age 11 | 3 | 0 | 0 | 0 | 0 | 5 | 0 | 8 |
| Total | 77 | 6 | 2 | 3 | 0 | 180 | 0 | 224 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
21.5%
| Glenbervie School | 21.5% |
|---|---|
| Northland Region | 52% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 46.8% |
| Māori | 0% |
| Pacific | 266.1% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 24.7% |
| Total | 21.5% |
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%
| Glenbervie School | 0% |
|---|---|
| Northland Region | 6.5% |
| 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 | Not available (source marker: "nd") |
| 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%
| Glenbervie School | 0% |
|---|---|
| Northland Region | 2.7% |
| 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 | Not available (source marker: "nd") |
| 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)
- 437
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 24 May 1893
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
- 9 October 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 9 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for learners 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 225 — 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.
February 2018
207
Counted while ERO’s review team was at the school. Education Review Office, report of 11 April 2018
May 2015
257
Counted while ERO’s review team was at the school. Education Review Office, report of 10 June 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 9 October 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.
Every New Zealand state and state integrated school has an ERO review at least once every 4 years to evaluate what is working well for learners and what needs to be improved.
About the School
Glenbervie School is a semi-rural school that provides education for learners in Years 1 to 6. The school roll is currently 226, comprising 88% P ākehā | New Zealand European, 26% Māori and 4% Pacific learners. The school values are kindness, resilience and confidence .
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
How well are learners succeeding? The school is working towards high levels of success and progress for all learners.
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 rich opportunities to learn across the breadth and depth of the curriculum. There is an increasingly 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 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 section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%
Reading Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The large majority of learners attend school regularly.
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
This section is about how the school assesses learner progress and achievement.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how well the school supports all learners to make sufficient 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 agrees this will need to be a key strategic priority.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of Strength
Learners demonstrate a strong sense of belonging and participate in and make contributions to the local community.
Leaders foster a culture of improvement to grow the quality of teaching. Leaders build high levels of trust and collaboration within the school community.
Teachers use a variety of evidence-based teaching strategies to provide purposeful and well-paced learning. The curriculum builds on learners’ experiences, knowledge and understanding to promote engagement.
Teachers implement structured approaches in reading and writing and are beginning to implement structured mathematics. They regularly review the effectiveness of their planning and teaching to improve teaching practices.
Key priorities
Embedding effective teaching and learning and assessment processes to improve outcomes for all students in reading, writing and mathematics.
Using achievement information to effectively respond and inform teachers’ best practice.
Improving students’ regular attendance through ongoing monitoring.
Actions to bring about improvement
Within three months:
leaders and teachers implement an effective attendance plan for improvement
Within six months:
the School Board and leaders identify achieving the Government's 2030 targets for reading, writing, and mathematics as a key strategic priority in school planning
Every six months:
leaders and teachers review and refine effective literacy and numeracy teaching strategies
leaders and teachers review assessment, planning and monitoring schoolwide to ensure high quality practices are embedded consistently
leaders and teachers monitor students’ regular attendance and respond as required for improvement
Annually:
leaders will review and refine the implementation of teachers’ strategies to engage students in successful learning
leaders will analyse a range of information to support raising learners' engagement and achievement in reading, writing and mathematics and respond for ongoing improvement
the School Board and leaders review the success of attendance initiatives and plan next action for improvement.
Expected outcomes
Consistency in the effective teaching of reading, writing and mathematics.
Improved learner achievement and increasing parity for all learners.
Assessment information is used responsively to adjust teaching practices for ongoing improvement.
Learners can confidently talk about their achievement and goals for future learning.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements.
Board Assurance with Regulatory and Legislative Requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting regulatory and legislative requirements in the following areas :
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
The next public report on ERO’s website will be a School Report and is due within four 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
9 October 2025
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).