Good Shepherd School (Balmoral)
Contributing · State : Integrated
- Year levels
- 1–6
- Total roll
- 182
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 30 Telford Avenue, Balmoral, Auckland
- Territorial authority
- Albert-Eden Local Board Area
- Phone
- 09-6204962
- admin@goodshepherd.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
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.
- School day starts
- 8:50
Our Day | 1st Block 8:50 - 11am
- 8:50
- School day ends
- 3pm
3rd Block 1:50-3pm |
- 3pm
- Office hours
- Monday to Friday 8.30am to 4.00pm
Office Hours Monday to Friday 8.30am to 4.00pm.
- Monday to Friday 8.30am to 4.00pm
- Uniform
- Required
Summer Uniform: Students wear summer uniform during Terms 1 & 4. This includes black sandals. Winter Uniform: Students wear winter uniform in Terms 2 & 3. This includes black knee high socks and black shoes.
- Required
- Where to buy the uniform
- https://prestidges.co.nz/
Uniform can be purchased from their shop at 65 New North Road, Eden Terrace, Auckland, 1021 or through Prestidges on-line web portal [https://prestidges.co.nz/](https://prestidges.co.nz/)
- https://prestidges.co.nz/
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 108
- Māori
- 15
- Pacific
- 42
- Asian
- 57
- MELAA
- 12
- Other
- 3
- 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 | 3 | 9 | 8 | 1 | 0 | 17 | 0 | 28 |
| Year 02 | 3 | 5 | 8 | 2 | 0 | 15 | 0 | 25 |
| Year 03 | 4 | 8 | 8 | 1 | 0 | 25 | 0 | 38 |
| Year 04 | 2 | 9 | 7 | 1 | 0 | 12 | 0 | 23 |
| Year 05 | 1 | 7 | 12 | 1 | 1 | 15 | 0 | 32 |
| Year 06 | 1 | 11 | 14 | 2 | 0 | 15 | 0 | 38 |
| Year 07 | 0 | 0 | 1 | 0 | 0 | 5 | 0 | 6 |
| Total | 14 | 49 | 58 | 8 | 1 | 104 | 0 | 190 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 8 | 8 | 0 | 0 | 17 | 0 | 27 |
| Age 06 | 3 | 6 | 8 | 3 | 0 | 14 | 0 | 25 |
| Age 07 | 4 | 8 | 7 | 1 | 0 | 22 | 0 | 34 |
| Age 08 | 2 | 9 | 9 | 1 | 0 | 16 | 0 | 29 |
| Age 09 | 1 | 7 | 11 | 1 | 1 | 15 | 0 | 31 |
| Age 10 | 1 | 11 | 14 | 2 | 0 | 15 | 0 | 38 |
| Age 11 | 0 | 0 | 1 | 0 | 0 | 5 | 0 | 6 |
| Total | 14 | 49 | 58 | 8 | 1 | 104 | 0 | 190 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Good Shepherd School (Balmoral) | 0% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State : Integrated | 16.2% |
| 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%
| Good Shepherd School (Balmoral) | 0% |
|---|---|
| Auckland Region | 3% |
| Contributing | 3.5% |
| State : Integrated | 1.6% |
| 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%
| Good Shepherd School (Balmoral) | 0% |
|---|---|
| Auckland Region | 1.4% |
| Contributing | 1.5% |
| State : Integrated | 0.5% |
| 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)
- 368
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1913
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
- 14 April 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (14 April 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 14 April 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 182 — 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.
August 2016
219
Counted while ERO’s review team was at the school. Education Review Office, report of 12 October 2016
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 14 April 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 15 months of the Education Review Office and Good Shepherd 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
Good Shepherd School is an integrated Catholic Primary School located in central Auckland. It provides education for students from years 1 to 6. The school values are inherent in the tradition of the order of the Sisters of St Joseph.
Good Shepherd School’s strategic priorities for improving outcomes for learners are to:
provide a stimulating learning environment that allows students to develop their individual potential
support students to develop habits and skills to support their physical, emotional, spiritual and mental wellbeing
support students to develop a personal relationship with God and grow in knowledge of Jesus the Good Shepherd, living and experiencing his values on a daily basis.
You can find a copy of the school’s strategic and annual plan on Good Shepherd School’s website.
ERO and the school are working together to evaluate how well the school’s responsive curriculum supports equitable outcomes for all ākonga /learners, in particular Māori and Pacific learners.
The rationale for selecting this evaluation is:
there is a focus and commitment to equitable and excellent outcomes for all ākonga
data has identified a need to consider levels of consistency in Mathematics and statistics teaching
to re-establish home-school connections and re-engage parents and whānau as partners in their children’s learning, after the challenges of the Covid pandemic
the impact this evaluation focus will have on the school’s strategic priorities for improving outcomes for all ākonga .
The school expects to see:
a focus on improving mathematics and statistics learning outcomes to ensure equitable outcomes for all ākonga
increased consistency in teaching practice, as teacher’s implement a curriculum that responds effectively and equitably to diverse ākonga
shared, common and sustainable understanding of effective and responsive teaching and learning practices.
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate how well the school’s responsive curriculum supports equitable outcomes for all ākonga /learners, in particular Māori and Pacific ākonga .
strong, collaborative leadership and teaching teams focussed on ākonga reaching their fullest potential through high levels of relational trust
systems and processes to track ākonga achievement and progress and support personalised and purposeful interventions
school values, stemming from Catholic traditions, inform all decision making and shape all relationships providing a strong sense of community
collaboratively developed and monitored evidence- based strategic plan.
Where to next?
Moving forward, the school will prioritise:
sustaining effective practice for diverse ākonga across all learning areas
gather data to determine and plan for future improvement needs for mathematics and statistics teaching and learning outcomes
implement clear learning expectations to guide the schoolwide responsive localised curriculum
continue to engage with Māori and Pacific whānau and all parents as partners in their children’s learning.
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.
Filivaifale Jason Swann Director Review and Improvement Services (Northern) Te Tai Raki | Northern Region
14 April 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 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).