Glendene School
Contributing · State
- Year levels
- 1–6
- Total roll
- 120
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 60 Barrys Road, Glendene, Auckland
- Territorial authority
- Henderson-Massey Local Board Area
- Phone
- 09-8388603
- office@glendene.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
- 12
- Māori
- 41
- Pacific
- 58
- Asian
- 15
- MELAA
- 7
- 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 | 6 | 5 | 5 | 0 | 0 | 2 | 0 | 18 |
| Year 02 | 7 | 7 | 1 | 3 | 0 | 2 | 0 | 17 |
| Year 03 | 3 | 8 | 5 | 1 | 0 | 0 | 0 | 17 |
| Year 04 | 5 | 15 | 0 | 1 | 0 | 2 | 0 | 23 |
| Year 05 | 6 | 9 | 2 | 1 | 0 | 3 | 0 | 21 |
| Year 06 | 3 | 12 | 1 | 0 | 0 | 1 | 0 | 17 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 31 | 56 | 14 | 6 | 0 | 10 | 0 | 114 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 4 | 4 | 0 | 0 | 1 | 0 | 15 |
| Age 06 | 6 | 8 | 2 | 3 | 0 | 3 | 0 | 19 |
| Age 07 | 4 | 8 | 5 | 1 | 0 | 0 | 0 | 18 |
| Age 08 | 6 | 13 | 0 | 1 | 0 | 1 | 0 | 21 |
| Age 09 | 5 | 10 | 2 | 1 | 0 | 4 | 0 | 22 |
| Age 10 | 3 | 12 | 1 | 0 | 0 | 1 | 0 | 17 |
| Age 11 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 2 |
| Total | 31 | 56 | 14 | 6 | 0 | 10 | 0 | 114 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Glendene School | 0% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Glendene 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%
| Glendene 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)
- 491
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 1 February 1966
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
- 5 March 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (5 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 5 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 120 — 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 2018
160
Counted while ERO’s review team was at the school. Education Review Office, report of 7 June 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 5 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
Glendene School is in west Auckland and provides education for students in Years 1 to 6. The school has an acting principal, pending a permanent appointment. The school’s vision is to empower students with the knowledge, confidence and opportunities to achieve ‘Our Best Always’.
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
Some students are engaged, make progress and achieve at expected levels.
A small majority of students achieve at expected curriculum levels in reading and mathematics; less than half achieve this in writing.
Students speak positively about a supportive learning environment that acknowledges their culture, language and identity.
Less than half of students attend school regularly and the school is behind the Government’s target for regular attendance; improving all students’ attendance remains a priority for the school.
Conditions to support learner success
Leadership increasingly fosters a school culture committed to high expectations for teaching and improved outcomes for learners.
Leaders work collaboratively with teachers to improve learning and wellbeing outcomes for all students.
Distributed leadership opportunities enable staff to use their strengths so that students experience a variety of activities that broaden their learning.
Leaders strategically plan relevant professional development for teachers that supports teaching practice and increasingly responds to learners’ needs.
Teaching is increasingly responsive to the differing needs of learners.
Teachers use teaching and learning approaches that effectively respond to students’ cultures, languages and identities.
Staff have positive and respectful relationships with learners that increasingly support learner engagement in activities.
Teachers are strengthening their use of progress and achievement information to plan learning that meets the many different needs of students, informing next learning steps.
Key conditions that underpin a positive education experience for learners are strengthening.
Leaders actively seek relevant external support for staff that focuses on improving achievement outcomes for Māori learners; the school works closely with the Māori Achievement Collaborative.
Students with additional needs are identified promptly by staff and well supported in their learning.
Staff maintain positive community partnerships that enable students to have greater access to meaningful learning experiences.
Leaders and teachers value parent and whānau relationships by prioritising ongoing collaboration that strengthens celebrations, events and initiatives.
Part B: Where to next?
The agreed next steps for the school are to:
increase the regular attendance of all students through improving the range of responsive engagement strategies
embed effective teaching, learning and assessment practices, with a particular focus on building staff capability in the teaching of writing
strengthen the school curriculum, embedding the new literacy and mathematics requirements to improve student progress and achievement.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
review the impact of initiatives and strategies to improve regular attendance and identify further actions
Every six months:
monitor current attendance initiatives to inform ongoing planning
monitor growth in teachers’ understanding and use of highly effective teaching, learning and assessment practices and provide the necessary professional learning opportunities
scrutinise the progress and achievement of learners in reading, writing and mathematics and implement actions to improve their progress
Annually:
review and report to the board on student attendance, progress and achievement information to support ongoing strategic planning
evaluate curriculum initiatives in literacy and mathematics to know the impact on teaching approaches and learner outcomes.
Actions taken against these next steps are expected to result in:
increased regular student attendance
improved progress and achievement for all learners, particularly in writing
high quality teaching, learning and assessment practices that support the needs of individual learners.
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
5 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 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).