Green Island School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 136
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 3 Howden Street, Green Island, Dunedin
- Territorial authority
- Dunedin City
- Phone
- 03-4882314
- secretary@greenisland.school.nz
- Directions
- Get directions
Other schools nearby: schools in Dunedin · schools in Otago
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 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
- Junior and Senior Kapa Haka groups
our Junior and Senior Kapa Haka groups give tamariki the chance to connect with te ao Māori
- Otago Polyfest
on the big stage at Otago Polyfest
- Junior and Senior Kapa Haka groups
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 95
- Māori
- 28
- Pacific
- 14
- Asian
- 17
- MELAA
- 5
- 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 | 7 | 2 | 2 | 0 | 0 | 12 | 0 | 19 |
| Year 02 | 3 | 4 | 4 | 0 | 0 | 17 | 0 | 21 |
| Year 03 | 8 | 3 | 2 | 1 | 0 | 11 | 0 | 20 |
| Year 04 | 6 | 1 | 2 | 0 | 0 | 18 | 0 | 23 |
| Year 05 | 5 | 1 | 0 | 1 | 0 | 15 | 0 | 19 |
| Year 06 | 4 | 2 | 1 | 1 | 0 | 20 | 0 | 24 |
| Year 07 | 4 | 3 | 2 | 2 | 0 | 12 | 0 | 20 |
| Year 08 | 4 | 6 | 0 | 1 | 0 | 15 | 0 | 20 |
| Total | 41 | 22 | 13 | 6 | 0 | 120 | 0 | 166 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 2 | 2 | 0 | 0 | 10 | 0 | 17 |
| Age 06 | 3 | 4 | 4 | 0 | 0 | 19 | 0 | 23 |
| Age 07 | 8 | 3 | 2 | 1 | 0 | 11 | 0 | 20 |
| Age 08 | 5 | 1 | 2 | 0 | 0 | 18 | 0 | 22 |
| Age 09 | 6 | 1 | 0 | 1 | 0 | 15 | 0 | 20 |
| Age 10 | 4 | 2 | 1 | 1 | 0 | 19 | 0 | 23 |
| Age 11 | 3 | 3 | 2 | 2 | 0 | 11 | 0 | 18 |
| Age 12 | 3 | 5 | 0 | 1 | 0 | 14 | 0 | 19 |
| Age 13 | 2 | 1 | 0 | 0 | 0 | 3 | 0 | 4 |
| Total | 41 | 22 | 13 | 6 | 0 | 120 | 0 | 166 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
212.8%
| Green Island School | 212.8% |
|---|---|
| Otago Region | 36.8% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 52.8% |
|---|---|
| Male | 389.6% |
| Māori | 323.3% |
| Pacific | 60.6% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 205.7% |
| Total | 212.8% |
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
14.1%
| Green Island School | 14.1% |
|---|---|
| Otago Region | 4.6% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 29.7% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 21.3% |
| Total | 14.1% |
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
14.4%
| Green Island School | 14.4% |
|---|---|
| Otago Region | 2% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 30.2% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 21.6% |
| Total | 14.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 490
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 16 November 1858
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
- 26 September 2025
- 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 26 September 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for students in Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 26 September 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 four years to evaluate what is working well for learners and what needs to be improved.
About the School
Green Island School provides education for students in Years 1 to 8. The school’s roll is 166. The majority of students identify as New Zealand European/ Pākehā and a small percentage of students identify as Māori . The school vision is Growing Together, E tipu tahi ana through the values of Be Brave, Be Respectful and Be Kind . A new principal and leadership team have been appointed since the previous ERO review.
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 and findings
The school initially focused on evaluating how well students’ knowledge of their learning supports engagement and building staff understanding of evaluation. Following a change in leadership and teaching staff in 2023, the focus shifted to developing a shared understanding of consistent teaching practices for literacy and mathematics to raise achievement.
Teachers have undertaken professional development to strengthen their knowledge of structured approaches to literacy and mathematics supported by a literacy specialist. Further work is needed to increase achievement in 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? The school is working towards high levels of success and progress for all learners.
What is the quality of teaching and learning? Learners benefit from good 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 sufficient opportunities to learn across the breadth and depth of the curriculum. There is a 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.
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 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 65% 65 to 79% 80 to 90% Over 90%
Reading A large majority of learners meet or exceed the expected curriculum level. Results are 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 small majority of learners attend school regularly.
The school is behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is not yet 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 for 2030 and agrees this will need to be a key strategi c 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
Leadership is collaborative and focused on improving outcomes for learners, by building consistency of teaching and learning practices.
The school has refreshed its approach to behaviour management, with staff and leaders participating in relevant professional development; this approach has seen increased student engagement.
Structured approaches to literacy and mathematics are a key focus for the school as it continues to enhance teaching knowledge and capacity through ongoing professional development.
The school has well established partnerships with the local community and continues to provide opportunities for the school community to participate in strategic decision making.
Key priorities
Strengthen teacher’s knowledge of the new literacy and mathematics curriculum to promote consistency of practice.
Embed structured literacy and structured teaching approaches to mathematics.
Continue to improve regular attendance.
Ensure a clear focus on lifting student achievement and priority areas are reflected in strategic and annual planning.
Actions to bring about improvement
Within three months:
leaders and teachers develop and implement the school’s plan for raising regular attendance and share with the school community
leaders and teachers identify effective practices and approaches to improve achievement in literacy and mathematics of students Years 7 and 8
Within six months:
leaders and teachers refine the school’s writing assessment framework to align with the literacy framework and embed structured teaching approaches for writing to improve learner outcomes
teachers identify practices and approach to improve boys’ achievement in writing and girls’ achievement in mathematics
Every six months:
leaders analyse achievement data and include specific commentary in reports to the Board on improvements for boys in writing and girls in mathematics
leaders and the Board review the school attendance plan to identify the effectiveness of increasing regular attendance and adjust as needed
Annually:
leaders review how well-structured teaching in literacy and mathematics affects student achievement, and find out is working well and identify where teachers may need more support
Leaders, together with the Board, review student engagement, progress and achievement information to identify initiatives that support ongoing improvement and incorporate these into the school's planning
leaders and the Board report to the school community on the effectiveness of the school attendance plan and make changes as needed.
Expected outcomes
Increased achievement for all learners in literacy and mathematics.
Improved and equitable outcomes for boys in writing and girls in mathematics.
Consistent teaching practice and approaches in structured literacy and mathematics.
Strategic approach to school planning, identifying priority areas for lifting achievement.
All students attending school regularly.
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
26 September 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).