Glenview School (Hamilton)
Contributing · State
- Year levels
- 1–6
- Total roll
- 414
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Bruce Avenue, Glenview, Hamilton
- Territorial authority
- Hamilton City
- Phone
- 07-8435598
- principal@glenview.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hamilton · schools in Waikato
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.
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
Glenview School Welcomes International students as part of our school community.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 235
- Māori
- 164
- Pacific
- 40
- Asian
- 83
- MELAA
- 12
- Other
- 9
- 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 | 29 | 9 | 29 | 3 | 0 | 44 | 0 | 87 |
| Year 02 | 24 | 8 | 14 | 1 | 1 | 30 | 0 | 57 |
| Year 03 | 27 | 9 | 19 | 2 | 2 | 40 | 0 | 72 |
| Year 04 | 26 | 4 | 11 | 3 | 0 | 31 | 0 | 64 |
| Year 05 | 29 | 7 | 9 | 3 | 2 | 42 | 0 | 67 |
| Year 06 | 26 | 16 | 13 | 0 | 1 | 34 | 0 | 68 |
| Year 07 | 4 | 3 | 1 | 0 | 0 | 5 | 0 | 9 |
| Year 08 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 165 | 56 | 96 | 12 | 6 | 227 | 0 | 425 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 27 | 8 | 26 | 2 | 0 | 42 | 0 | 82 |
| Age 06 | 22 | 8 | 17 | 2 | 1 | 27 | 0 | 56 |
| Age 07 | 31 | 10 | 18 | 2 | 2 | 44 | 0 | 77 |
| Age 08 | 24 | 4 | 12 | 3 | 0 | 29 | 0 | 60 |
| Age 09 | 29 | 7 | 9 | 2 | 2 | 43 | 0 | 67 |
| Age 10 | 28 | 16 | 13 | 1 | 1 | 36 | 0 | 73 |
| Age 11 | 4 | 3 | 1 | 0 | 0 | 5 | 0 | 9 |
| Age 19+ | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 165 | 56 | 96 | 12 | 6 | 227 | 0 | 425 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
50.9%
| Glenview School (Hamilton) | 50.9% |
|---|---|
| Waikato Region | 53.9% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 98.5% |
| Māori | 90.5% |
| Pacific | 143.3% |
| Asian | 60% |
| Other | 0% |
| European/Pākehā | 78.8% |
| Total | 50.9% |
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%
| Glenview School (Hamilton) | 0% |
|---|---|
| Waikato Region | 6.6% |
| 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%
| Glenview School (Hamilton) | 0% |
|---|---|
| Waikato Region | 2.4% |
| 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)
- 469
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1963
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
- 27 January 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (12 July 2022)
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 12 July 2022 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 27 January 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for students in Years 1 to 6
- Years 1 to 6
What ERO wrote in its latest report
This is ERO’s report of 27 January 2026 — “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 four years to evaluate what is working well for learners and what needs to be improved.
About the School
Glenview School provides education for students in Years 1 to 6. The school’s roll of 446 includes, 40% of students identify as Māori students, 30% New Zealand European/ Pākehā , 20% Asian and smaller numbers of students from a range of ethnic backgrounds.
The school’s vision of 'Bettering our Best' supported by the values of Honesty, Effort, Respect and Engagement , underpins all aspects of school operations for staff and students.
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
Improvement and progress
This section is about the progress the school has made since the July 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
Priorities from the last review were to evaluate how effectively programmes and practices accelerated learning and improved outcomes for all students including challenging learners to excel and achieve excellence.
Findings
A range of responsive programmes and practices support learners at risk to make some accelerated progress. This continues to be a priority for the school. Leaders set targets and prioritise building teacher capability and consistency of school-wide practices resulting in increased numbers of students achieving at or above expected levels in reading, writing and mathematics.
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? 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 a consistent focus on supporting learners to gain skills in foundational 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 is improving its collection and use 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 1 to 6
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 A large majority of 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 equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are becoming more 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 small majority of students attend school regularly.
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 reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
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
This section is about how well the school supports all learners to make sufficient progress.
Approximately 21% of students receive additional learning support and 19% of students participate in English language learning programmes.
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 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 and is likely to meet them by 2030.
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
The large majority of students have a strong sense of belonging, benefit from caring relationships with their teachers and peers and are positive about their learning.
Collaborative leadership fosters and sustains a culture committed to quality teaching and the strategic direction of the school. The Glenview School Board make resourcing decisions to enable students to have equitable opportunities to learn.
Structured approaches to the teaching of literacy and mathematics are being implemented across the school and supporting strong foundation skills for learning.
The school’s curriculum enables high levels of engagement in challenging and meaningful learning opportunities. A deliberate focus on developing students’ confidence and understanding of how they learn is well embedded across the school.
Clear guidelines, high expectations and the provision of professional learning and coaching, strengthens the capability of teachers to respond to the ongoing needs of students.
Leaders and teachers regularly inquire into their practice and use evidence to plan and implement actions to improve outcomes for learners.
Key priorities
Increase rates of regular attendance.
Extend the analysis of achievement data to further inform effective evaluation.
Actions to bring about improvement
Within three months:
leaders and the school Board set clear targets to shift rates of student attendance from irregular to regular attendance
Every six months:
leaders and the Board monitor progress against attendance targets and share key insights with staff and families to strengthen collective responsibility for improvement
leaders and teachers strengthen the analysis of school-wide data and report on progress over time for students at risk of not achieving and further develop effective strategies to increase rates of accelerated learning
Annually:
leaders and teachers strengthen the attendance plan strategies and work with parents and whānau to address ongoing barriers to regular attendance
leaders report on the impact of school actions and practices that improve student progress and achievement and further inform strategic priorities for continuous improvement.
Expected outcomes
Improved rates of regular attendance meet the Government target of 80%.
Increased rates of accelerated progress for students at risk of not achieving.
Strengthened use of school-wide evaluation practices to enable equitable and excellent outcomes for all students.
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
27 January 2026
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).