Henderson South School
Contributing · State
- Year levels
- 1–6
- Total roll
- 275
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Garelja Road, Henderson, Auckland
- Territorial authority
- Henderson-Massey Local Board Area
- Phone
- 09-8388766
- office@hendersonsouth.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
Henderson South School has a compulsory school uniform.
- Required
- Term dates
- Term 1, 2026: Monday 2 February – Friday 3 April
Monday 2 February - Friday 3 April
Year stated asTerm Dates 2026
- Term 2, 2026: Monday 20 April – Friday 3 July
Monday 20 April - Friday 3 July
Year stated asTerm Dates 2026
- Term 3, 2026: Monday 20 July – Friday 25 September
Monday 20 July - Friday 25 September
Year stated asTerm Dates 2026
- Term 4, 2026: Monday 12 October – Thursday 17 December
Monday 12 October - Thursday 17 December
Year stated asTerm Dates 2026
- Term 1, 2026: Monday 2 February – Friday 3 April
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
- Care Mission Our Goal is to help you Care, Share, and Learn Together
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 22
- Māori
- 75
- Pacific
- 165
- Asian
- 39
- MELAA
- 15
- Other
- 2
- 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 | 11 | 30 | 6 | 2 | 0 | 1 | 0 | 50 |
| Year 02 | 9 | 32 | 4 | 2 | 0 | 1 | 0 | 48 |
| Year 03 | 11 | 24 | 9 | 0 | 1 | 1 | 0 | 46 |
| Year 04 | 7 | 21 | 5 | 4 | 1 | 2 | 0 | 40 |
| Year 05 | 7 | 19 | 7 | 4 | 0 | 1 | 0 | 38 |
| Year 06 | 10 | 27 | 6 | 4 | 0 | 0 | 0 | 47 |
| Year 07 | 1 | 4 | 0 | 0 | 0 | 0 | 0 | 5 |
| Total | 56 | 157 | 37 | 16 | 2 | 6 | 0 | 274 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 11 | 30 | 6 | 1 | 0 | 1 | 0 | 49 |
| Age 06 | 8 | 31 | 4 | 3 | 0 | 1 | 0 | 47 |
| Age 07 | 11 | 23 | 9 | 0 | 1 | 0 | 0 | 44 |
| Age 08 | 7 | 21 | 5 | 4 | 1 | 3 | 0 | 41 |
| Age 09 | 8 | 22 | 7 | 4 | 0 | 1 | 0 | 42 |
| Age 10 | 10 | 25 | 6 | 4 | 0 | 0 | 0 | 45 |
| Age 11 | 1 | 5 | 0 | 0 | 0 | 0 | 0 | 6 |
| Total | 56 | 157 | 37 | 16 | 2 | 6 | 0 | 274 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
36.6%
| Henderson South School | 36.6% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 19% |
|---|---|
| Male | 52.9% |
| Māori | 83.2% |
| Pacific | 35.7% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 36.6% |
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%
| Henderson South 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%
| Henderson South 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)
- 505
- Boarding
- No
- Language of instruction
- Some students taught in a Pacific language
- Urban / rural
- Major urban area
- Date opened
- 25 January 1967
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
- 9 November 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (9 November 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 9 November 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 275 — 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.
November 2017
300
Counted while ERO’s review team was at the school. Education Review Office, report of 1 March 2018
September 2014
305
Counted while ERO’s review team was at the school. Education Review Office, report of 3 December 2014
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 9 November 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 6 months of the Education Review Office and Henderson South 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
Henderson South School is in West Auckland. The school caters for students in Years 1 to 6. The school’s vision is to ‘create cultural, creative, and critical thinkers’. The school aims to create the conditions for students to be collaborative, resilient, focused, inquiring, and self-directed learners.
Henderson South School’s strategic priorities for improving outcomes for learners are to:
make te reo Māori me ōna tikanga strong in the school
improve the knowledge and skills in writing
incorporate the New Zealand Histories curriculum into the school.
You can find a copy of the school’s strategic and annual plan on Henderson South School’s website.
ERO and the school are working together to evaluate how effectively literacy initiatives enhance the curriculum and create equitable outcomes for all ākonga .
The rationale for selecting this evaluation is to:
establish targeted interventions to support ākonga due to the negative academis impact of Covid
strengthen the teaching of writing through in depth professional learning with regular review and ongoing evaluation
use assessment to plan targeted teaching in all curriculum areas particularly in writing where practices are reviewed and adapted to meet ākonga needs.
The school expects to see:
personalised and inclusive learning aligned to students’ goals, identity and culture
improved learning outcomes with an accelerated rate of progress
teachers consistently using a variety of teaching strategies to engage learners
robust data collection and analysis to inform teaching practice particularly in targeted areas.
Strengths
The school can draw from the following strengths to evaluate how effectively literacy initiatives enhance the delivery of the curriculum and create equitable outcomes for all ākonga :
supportive and evidence informed leadership
collaborative, dedicated staff who are focused on improving outcomes for all ākonga
modelling by team members of writing strategies.
Where to next?
Moving forward, the school will prioritise:
teachers engaging in professional learning to enhance effective literacy teaching to improve students’ success
ongoing scrutiny of achievement information, moderation and monitoring of student progress to achieve equitable outcomes
developing a localised curriculum to ensure language, culture and identity are embedded in learner experiences.
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
9 November 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).