Glendowie School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 656
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 217 Riddell Road, Glendowie, Auckland
- Territorial authority
- Ōrākei Local Board Area
- Phone
- 09-5757374
- office@glendowie.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.
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
Not stated on the school’s website.
- Term dates
- Term 1, 2026: 3 February – 2 April
- Term 1: 3 February - 2 April
Year stated asTerm Dates and Holidays 2026
- Term 2, 2026: 20 April – 3 July
- Term 2: 20 April - 3 July
Year stated asTerm Dates and Holidays 2026
- Term 3, 2026: 20 July – 25 September
- Term 3: 20 July - 25 September
Year stated asTerm Dates and Holidays 2026
- Term 4, 2026: 12 October – 15 December
- Term 4: 12 October - 15 December
Year stated asTerm Dates and Holidays 2026
- Term 1, 2027: 2 February – 9 April
- Term 1: 2 February - 9 April
Year stated as2027
- Term 2, 2027: 27 April – 2 July
- Term 2: 27 April - 2 July
Year stated as2027
- Term 3, 2027: 19 July – 24 September
- Term 3: 19 July - 24 September
Year stated as2027
- Term 4, 2027: 11 October – 16 December
- Term 4: 11 October - 16 December
Year stated as2027
- Term 1, 2026: 3 February – 2 April
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
Glendowie Primary welcomes International Students to our school.
- Accepted, as stated
- Voluntary donation
- $400 for one student for the year, $740 for two students, $950 for three students, $1,150 for four or more students from the same family
Requests for voluntary donations for the year have now been loaded onto Kindo. These remain at the same rate that we have had since 2015 - $400 for one student, $740 for two students, $950 for three students and $1,150 for four or more students from the same family.
- $400 for one student for the year, $740 for two students, $950 for three students, $1,150 for four or more students from the same family
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
- swimming
Sports usually include: swimming, softball, soccer, ripper rugby, netball, rugby, cross country, touch and athletics.
- softball
Sports usually include: swimming, softball, soccer, ripper rugby, netball, rugby, cross country, touch and athletics.
- soccer
Sports usually include: swimming, softball, soccer, ripper rugby, netball, rugby, cross country, touch and athletics.
- ripper rugby
Sports usually include: swimming, softball, soccer, ripper rugby, netball, rugby, cross country, touch and athletics.
- netball
Sports usually include: swimming, softball, soccer, ripper rugby, netball, rugby, cross country, touch and athletics.
- rugby
Sports usually include: swimming, softball, soccer, ripper rugby, netball, rugby, cross country, touch and athletics.
- cross country
Sports usually include: swimming, softball, soccer, ripper rugby, netball, rugby, cross country, touch and athletics.
- touch
Sports usually include: swimming, softball, soccer, ripper rugby, netball, rugby, cross country, touch and athletics.
- athletics
Sports usually include: swimming, softball, soccer, ripper rugby, netball, rugby, cross country, touch and athletics.
- cricket (Years 3 and 4)
Year 3 and 4 also have opportunity to represent the school at Bay Suburbs Sports events for cricket (Years 3 and 4), netball (Year 4) and cross country (Year 4)
- swimming
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 363
- Māori
- 44
- Pacific
- 28
- Asian
- 256
- MELAA
- 67
- Other
- 6
- International
- 40
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 | 4 | 15 | 1 | 1 | 39 | 1 | 55 |
| Year 02 | 6 | 4 | 29 | 13 | 0 | 46 | 3 | 88 |
| Year 03 | 6 | 4 | 40 | 10 | 0 | 54 | 0 | 95 |
| Year 04 | 11 | 3 | 26 | 12 | 0 | 59 | 4 | 96 |
| Year 05 | 5 | 3 | 33 | 7 | 2 | 43 | 10 | 88 |
| Year 06 | 3 | 6 | 30 | 5 | 0 | 44 | 5 | 80 |
| Year 07 | 2 | 0 | 24 | 10 | 2 | 40 | 8 | 80 |
| Year 08 | 5 | 4 | 16 | 10 | 2 | 47 | 6 | 79 |
| Total | 41 | 28 | 213 | 68 | 7 | 372 | 37 | 661 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 3 | 14 | 1 | 0 | 37 | 1 | 50 |
| Age 06 | 7 | 5 | 29 | 13 | 1 | 42 | 3 | 86 |
| Age 07 | 5 | 4 | 40 | 10 | 0 | 57 | 1 | 98 |
| Age 08 | 11 | 3 | 27 | 12 | 0 | 59 | 3 | 97 |
| Age 09 | 6 | 3 | 31 | 6 | 2 | 47 | 10 | 89 |
| Age 10 | 2 | 4 | 32 | 6 | 0 | 42 | 5 | 80 |
| Age 11 | 3 | 2 | 21 | 9 | 2 | 38 | 8 | 76 |
| Age 12 | 5 | 4 | 16 | 9 | 2 | 44 | 6 | 75 |
| Age 13 | 0 | 0 | 3 | 2 | 0 | 6 | 0 | 10 |
| Total | 41 | 28 | 213 | 68 | 7 | 372 | 37 | 661 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
5.6%
| Glendowie School | 5.6% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 10.5% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 8.6% |
| Total | 5.6% |
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
4.3%
| Glendowie School | 4.3% |
|---|---|
| Auckland Region | 3% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 9.1% |
|---|---|
| Male | 0% |
| Māori | 67.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 4.3% |
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
4.3%
| Glendowie School | 4.3% |
|---|---|
| Auckland Region | 1.4% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 9.2% |
|---|---|
| Male | 0% |
| Māori | 68.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 4.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 364
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1952
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
- 19 May 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 19 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
teaches students in Years 1 to 8
- Years 1 to 8
- Also provides
- Satellite classroom for Sommerville Special School
hosts a satellite classroom for Sommerville Special School
- Satellite classroom for Sommerville Special School
- International students
- true
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021
- true
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 656 — 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 2018
667
Counted while ERO’s review team was at the school. Education Review Office, report of 20 December 2018
December 2013
654
Counted while ERO’s review team was at the school. Education Review Office, report of 5 March 2014
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 19 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
Glendowie School teaches students in Years 1 to 8. The school provides an International Baccalaureate (IB) curriculum based on inquiry principles and part of the school provides a Montessori programme. It also hosts a satellite classroom for Sommerville Special School. Approximately one third of the school roll of 650 students have English as an additional language.
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 high 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 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 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 Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Attendance
The school is approaching 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 not yet reducing over time.
Assessment
The school is improving its approach and the reliability of its practices to accurately 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 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/or pānui , tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
An explanation of the terms used in the Parent Summary can be found here: Reporting | Education Review Office
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
Glendowie School provides high levels of inclusion for all learners. Collaborative teaching practice is an area of strength. A stable leadership team creates conditions to drive the school’s strategic agenda.
Critical thinking skills, problem solving and inquiry are promoted through the school’s International Baccalaureate curriculum. Structured reading, writing and mathematics are embedded through the curriculum.
Leaders and teachers regularly evaluate students’ learning outcomes to develop strategies to increase and achievement. The board and leaders provide professional development to continue to build the collective capacity of teachers and learning assistants.
Key priorities and actions for improvement
The agreed next steps for the school are to:
further support equitable outcomes for Māori and Pacific learners
provide further professional development for teachers to address the needs of learners with additional needs, including those with English as an additional language
further refine assessment tools, strategies and processes to monitor and report the progress of learners
Every six months:
teachers will collaborate to share accelerative practices to enhance leaners outcomes for Māori and Pacific learners
leaders and teachers will review the current level of support for learners at risk of underachieving, including those with English as an additional language, to ensure successful outcomes for all learners
leaders will create a plan to review assessment tools, strategies and processes to ensure clarity and cohesion for teachers and learners
Annually:
leaders and teachers will evaluate the impacts of shared accelerative practices on Māori and Pacific learner outcomes
leaders will report to the board on outcomes for those learners at risk of underachieving, to inform strategic resourcing and planning
leaders and teachers will collect a range of feedback to review and evaluate the effectiveness of assessment tools, strategies and practices used across the school.
Actions taken against these next steps are expected to result in:
accelerated practices for learners whose entry levels are low, and those practices which further support equitable outcomes for Māori and Pacific learners, will be embedded across the school
teachers being provided with additional support to meet the needs of learners with additional needs, including those with English as an additional language
strengthened assessment strategies, tools and processes being used to extract the best information to support continued acceleration of student achievement.
Provision for International Students
Background
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.
At the time of this review there were 35 international students attending the school, and 0 exchange students.
International students receive high quality teaching and learning experiences at Glendowie School, which provides an International Baccalaureate curriculum. Programmes are regularly evaluated, and effective systems are in place. International students are well cared for and involved fully in the life of the school and community.
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 has identified the following area of non-compliance during the board assurance process:
ensure that staff appointments safety checking process includes a record of a completed risk assessment. [s31 Children’s Act 2014]
The board has addressed the area of non-compliance identified.
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 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)
19 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 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).