Helensville School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 493
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 29 Rata Street, Helensville
- Territorial authority
- Rodney Local Board Area
- Phone
- 09-4208005
- admin@helensville.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.
- School day starts
- 9.00a.m
9.00a.m – Roll is taken and lessons begin
- 9.00a.m
- School day ends
- 3.00p.m
3.00p.m – End of School day
- 3.00p.m
- Uniform
- Required
Other Uniform requirements Shorts: Navy shorts - No cycle shorts Socks and Stockings: Plain black, navy or white socks or tights.
- Required
- Term dates
- Term 1, 2026: Tuesday 3rd February – Thursday 2nd April
Tuesday 3rd February - Thursday 2nd April
Year stated asTerm Dates 2026
- Term 2, 2026: Monday 20th April – Friday 3rd July
Monday 20th April - Friday 3rd July
Year stated asTerm Dates 2026
- Term 3, 2026: Monday 20th July – Friday 25th September
Monday 20th July - Friday 25th September
Year stated asTerm Dates 2026
- Term 4, 2026: Monday 12th October – Tuesday 15th December
Monday 12th October - Tuesday 15th December
Year stated asTerm Dates 2026
- Term 1, 2026: Tuesday 3rd February – Thursday 2nd April
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
We aim to provide opportunities for children to participate in a wide range of sports including swimming, tennis, athletics, cross country, bowls and gymnastics to name a few
- tennis
We aim to provide opportunities for children to participate in a wide range of sports including swimming, tennis, athletics, cross country, bowls and gymnastics to name a few
- athletics
We aim to provide opportunities for children to participate in a wide range of sports including swimming, tennis, athletics, cross country, bowls and gymnastics to name a few
- cross country
We aim to provide opportunities for children to participate in a wide range of sports including swimming, tennis, athletics, cross country, bowls and gymnastics to name a few
- bowls
We aim to provide opportunities for children to participate in a wide range of sports including swimming, tennis, athletics, cross country, bowls and gymnastics to name a few
- gymnastics
We aim to provide opportunities for children to participate in a wide range of sports including swimming, tennis, athletics, cross country, bowls and gymnastics to name a few
- AIMS games
AIMS games is a highlight of our sport calendar giving Years 7 & 8 an opportunity to compete against the best in NZ in their chosen sport.
- swimming
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 401
- Māori
- 141
- Pacific
- 31
- Asian
- 33
- MELAA
- 19
- 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 | 17 | 0 | 4 | 2 | 0 | 39 | 0 | 58 |
| Year 02 | 16 | 0 | 5 | 3 | 0 | 33 | 0 | 55 |
| Year 03 | 16 | 2 | 3 | 5 | 0 | 45 | 0 | 65 |
| Year 04 | 23 | 5 | 4 | 0 | 0 | 45 | 0 | 67 |
| Year 05 | 12 | 4 | 8 | 3 | 0 | 31 | 0 | 50 |
| Year 06 | 22 | 4 | 5 | 6 | 0 | 33 | 0 | 63 |
| Year 07 | 19 | 9 | 2 | 5 | 0 | 47 | 0 | 70 |
| Year 08 | 18 | 7 | 1 | 4 | 0 | 40 | 0 | 65 |
| Total | 143 | 31 | 32 | 28 | 0 | 313 | 0 | 493 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 14 | 0 | 4 | 1 | 0 | 35 | 0 | 51 |
| Age 06 | 18 | 0 | 5 | 4 | 0 | 34 | 0 | 58 |
| Age 07 | 17 | 2 | 3 | 5 | 0 | 46 | 0 | 67 |
| Age 08 | 23 | 5 | 4 | 0 | 0 | 46 | 0 | 68 |
| Age 09 | 12 | 4 | 8 | 3 | 0 | 32 | 0 | 51 |
| Age 10 | 21 | 4 | 5 | 6 | 0 | 33 | 0 | 62 |
| Age 11 | 19 | 8 | 2 | 3 | 0 | 44 | 0 | 65 |
| Age 12 | 13 | 7 | 1 | 5 | 0 | 40 | 0 | 60 |
| Age 13 | 6 | 1 | 0 | 1 | 0 | 3 | 0 | 11 |
| Total | 143 | 31 | 32 | 28 | 0 | 313 | 0 | 493 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
6.4%
| Helensville School | 6.4% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 12.2% |
| Māori | 0% |
| Pacific | 68.3% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 6.4% |
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%
| Helensville School | 0% |
|---|---|
| Auckland Region | 3% |
| Full Primary | 3.9% |
| 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%
| Helensville School | 0% |
|---|---|
| Auckland Region | 1.4% |
| Full Primary | 1.7% |
| 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)
- 447
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 31 May 1877
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
- 21 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (13 March 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 13 March 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.
What this report states about the school
As stated in ERO’s report of 21 May 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 21 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
Helensville School is located in Helensville and provides education for students in Years 1 to 8. The school’s motto, Arohia Ake - Aim High is underpinned by the school’s values.
The school’s roll is growing and at the time of the ERO review was 520 students. The ethnic composition is New Zealand/ Pākehā 53%, Māori 28%, Pacific 6%, Asian 6% and other ethnic groups 7%.
Progress since March 2023 ERO report
The school has been working to evaluate the extent to which effective teaching and assessment practices, through a school curriculum that enables students to drive their own progress and achievement. As a result, there is increased schoolwide consistency in effective teaching, learning and assessment practices. This is having a positive impact on students’ progress and learning. Learners are increasingly given opportunities to have ownership over how they improve their progress and achievement.
A new school board was formed in Term 2, 2024 after a Ministry of Education statutory intervention had been in place from the end of 2019 until Term 4, 2024.
How well place is the school to promote educational success and wellbeing?
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 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? 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 reasonably 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 and 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 A large majority of 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 A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Attendance
The school is behind 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.
Assessment
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
Due to the large influx of new students and staff this year, leaders have focused on building shared understanding in effective teaching, learning and assessment practices to lift schoolwide student progress and achievement.
The school is developing better 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 some progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
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
Students learn in caring, respectful and inclusive environments. Students are engaged and valued; they have a strong sense of belonging and demonstrate pride in their learning. Students know what they are learning and are increasingly able to talk about their learning next steps.
The senior leadership team promotes a school culture of increasing collaboration in school and between schools, whānau and family and staff to build a shared commitment to school improvement. Leaders use multiple sources of feedback that align with the school’s strategic improvement goals and future direction for school improvement.
Structured literacy has been in place in Years 1 to 2 for some years. The school will extend this to Years 3 to 8 in 2025. Structured mathematics for students has begun, and this will also be implemented schoolwide.
Students experience a range of meaningful learning opportunities through the school curriculum. There is a focus on supporting learners to gain sound foundations skills in literary, communication and mathematics.
Leaders and teachers are increasingly prioritising and engaging in ongoing professional development to enable high-quality teaching and learning practices support all students.
Teachers regularly collaborate to inquire into aspects of their teaching practice to further support learners’ progress and achievement.
Key priorities and actions for improvement
The agreed next steps for the school are to:
continue to implement schoolwide structured literacy approaches through targeted professional development for staff to reduce the achievement gaps between groups of students
strengthen schoolwide systems and processes to monitor and accelerate students who require support to achieve well
use a wider range of strategies to support whānau and families to increase regular attendance to attain the government’s attendance target.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
undertake professional development in structured literacy for students in Years 3 to 8, and the implementation of practices into classroom programmes
survey students, whānau and family to gather ideas on ways to increase regular attendance and analyse the information to increase schoolwide regular attendance
Every six months:
review the effectiveness of teaching and learning literacy and mathematics planning and assessment frameworks so all teachers have a shared understanding of assessment and how it informs students’ learning and next steps
review the effectiveness of schoolwide systems and processes that show the acceleration for those students at risk of underachievement
monitor and evaluate attendance initiatives to increase overall student regular attendance
Annually:
continue to report to the board the acceleration of those students at risk of underachieving and make comparisons to show how equitable progress and achievement outcomes are for all students
continue to report to the board student progress and achievement in structured literacy and mathematics
report to the board the impact of initiatives for improving regular student attendance to increase overall student regular attendance.
Actions taken against these next steps are expected to result in:
well aligned systems, processes and practices that support teaching and learning expectations to support outcomes for students through teaching and learning approaches, including interventions, that effectively accelerate learning for those learners at risk of underachievement
increased regular student attendance.
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’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 Evaluation 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)
21 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 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).