Greenhithe School
Contributing · State
- Year levels
- 1–6
- Total roll
- 462
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 9 Isobel Road, Greenhithe, Auckland
- Territorial authority
- Upper Harbour Local Board Area
- Phone
- 09-4139838
- office@greenhithe.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
- Required
To meet the compulsory daily dress code, students need:
- Required
- Where to buy the uniform
- https://greenhitheschool.nzuniforms.com/
We are excited to share with you that our full school uniform is now available via [NZUniforms](https://greenhitheschool.nzuniforms.com/) both online and in their physical store located at 19A Douglas Alexander Parade, Rosedale, Albany.
- https://greenhitheschool.nzuniforms.com/
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.
- In their words
- Our Values
- Greenhithe School will promote a learning community where we support the personal development, learning and welfare of every learner. Our values are:
- PRIDE
- Perseverance, Respect, Initiative, Diligence, Excellence
- Manawanui, Manakitanga, Whakaaratanga, Urupū, Kairangatira
- International students
- Accepted, as stated
Please be advised that our international student intake for 2026 is open.
- Accepted, as stated
- Voluntary donation
- $67.50 per term or $270.00 for the whole school year
Our School Donation – $67.50 per term or $270.00 for the whole school year.
- $67.50 per term or $270.00 for the whole school year
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
- Splash Polo (Years 3-6)
Splash Polo (Years 3-6) Terms 1 – 4
- Hockey (Years 1-6)
Hockey (Years 1-6) Terms 2 – 3
- Miniball (Years 3-6)
Miniball (Years 3-6) Terms 1 – 4
- Netball (Years 1-6)
Netball (Years 1-6) Terms 2 – 3
- Rippa/Rugby (Years 3-6)
Rippa/Rugby (Years 3-6) Terms 2 – 3
- Touch (Years 1-6)
Touch (Years 1-6) Term 4
- Athletics
We compete against these schools for Athletics, Cross Country and Swimming (known as Interschool).
- Cross Country
We compete against these schools for Athletics, Cross Country and Swimming (known as Interschool).
- Swimming
We compete against these schools for Athletics, Cross Country and Swimming (known as Interschool).
- Kapa Haka
Students in years four to six can volunteer to participate in Kapa Haka, and senior students have the opportunity to join our dynamic Kapa Haka performance group.
- Kapa Haka performance group
Students in years four to six can volunteer to participate in Kapa Haka, and senior students have the opportunity to join our dynamic Kapa Haka performance group.
- learning to play an instrument
We offer a variety of other learning opportunities ranging from learning to play an instrument to joining a school dance group or auditioning for the school band.
- school dance group
We offer a variety of other learning opportunities ranging from learning to play an instrument to joining a school dance group or auditioning for the school band.
- school band
We offer a variety of other learning opportunities ranging from learning to play an instrument to joining a school dance group or auditioning for the school band.
- school production
Each year we alternate with a school production and an art exhibition celebrating our creative talents.
- art exhibition
Each year we alternate with a school production and an art exhibition celebrating our creative talents.
- ‘Summer Festival’
All students perform in our ‘Summer Festival’ community event in term 4.
- Splash Polo (Years 3-6)
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 294
- Māori
- 33
- Pacific
- 14
- Asian
- 163
- MELAA
- 15
- Other
- 14
- International
- 5
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 | 1 | 29 | 2 | 2 | 42 | 0 | 74 |
| Year 02 | 7 | 4 | 22 | 5 | 3 | 46 | 0 | 76 |
| Year 03 | 5 | 2 | 33 | 2 | 0 | 37 | 0 | 69 |
| Year 04 | 4 | 0 | 33 | 2 | 3 | 49 | 2 | 86 |
| Year 05 | 3 | 1 | 27 | 3 | 1 | 39 | 3 | 69 |
| Year 06 | 5 | 0 | 35 | 4 | 0 | 59 | 3 | 95 |
| Year 07 | 0 | 0 | 1 | 0 | 0 | 2 | 0 | 3 |
| Total | 27 | 8 | 180 | 18 | 9 | 274 | 8 | 472 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 1 | 30 | 2 | 3 | 42 | 0 | 76 |
| Age 06 | 7 | 4 | 21 | 5 | 2 | 46 | 0 | 74 |
| Age 07 | 5 | 2 | 32 | 2 | 0 | 36 | 0 | 67 |
| Age 08 | 4 | 0 | 36 | 2 | 3 | 50 | 2 | 90 |
| Age 09 | 4 | 1 | 24 | 3 | 1 | 39 | 3 | 67 |
| Age 10 | 4 | 0 | 36 | 4 | 0 | 56 | 3 | 92 |
| Age 11 | 0 | 0 | 1 | 0 | 0 | 5 | 0 | 6 |
| Total | 27 | 8 | 180 | 18 | 9 | 274 | 8 | 472 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Greenhithe 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%
| Greenhithe 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%
| Greenhithe 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)
- 358
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1892
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
- 4
- Last reviewed
- 12 July 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (12 July 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 12 July 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 462 — 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.
March 2018
535
Counted while ERO’s review team was at the school. Education Review Office, report of 29 May 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 12 July 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 7 months of the Education Review Office and Greenhithe 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
Greenhithe School is a contributing primary school catering for children in years 1 to 6. The school’s values are Perseverance- Manawanui , Respect- Manaakitanga , Initiative- Whakaaratanga , Diligence- Urupū and Excellence- Kairangatira . The school’s vision of ‘Our children grow to be capable, balanced, confident learners who embrace new experiences and opportunities’ is a central focus in all operations of school life.
Greenhithe School’s strategic priorities for improving outcomes for learners are:
Empowering every learner to embrace opportunities.
Enhancing the capability of our teachers to innovate so every child can be successful.
Building connectedness across the school.
You can find a copy of the school’s strategic and annual plan on Greenhithe School’s website.
ERO and the school are working together to evaluate how effectively the development of integrated approaches to writing within a culturally sustaining localised curriculum maintains high achievement levels.
The rationale for selecting this evaluation is:
maintaining high achievement for learners in writing
developing the teaching of writing in the context of a culturally sustaining local curriculum
utilising the refreshed curriculum and progressions to continue and develop existing practices in the context of the changing educational landscape.
The school expects to see:
the ongoing development of the local curriculum, taking account of the refreshed national curriculum
the local curriculum with local histories, and local contexts continuing to enrich learning
development of opportunities to engage with whanau and iwi , supporting a continued focus on improving culturally sustaining practices
the local curriculum enabling the teaching of writing to be further integrated, while maintaining the effective and explicit teaching of writing skills and maintaining the current high levels of achievement.
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate how effectively the development of integrated approaches to writing within a culturally sustaining localised curriculum maintains high achievement levels.
learner progress and achievement outcomes are consistently equitable and excellent for all learners
the school has developed effective agentic practices for their learners
teachers are consistently using effective teaching strategies and practices in adaptive ways to promote equitable and excellent learning outcomes
implementation of Aotearoa NZ Histories across the school, through the local curriculum
the senior leadership team has a clear vision and sustains a culture of relational trust to ensure ongoing organisational and leadership capacity building for continuous improvement.
Where to next?
Moving forward, the school will prioritise:
continue to develop culturally sustaining practices through ongoing development of community links, professional development for Board and staff and the continuing cycle of review of the localised curriculum
weave the other refreshed learning areas into the local curriculum, ensuring culturally sustaining practices, as the school has done with Aotearoa NZ Histories.
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.
Shelley Booysen Director of Schools
12 July 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 4 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).