Houghton Valley School
Contributing · State
- Year levels
- 1–6
- Total roll
- 200
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 110 Houghton Bay Road, Houghton Bay, Wellington
- Territorial authority
- Wellington City
- Phone
- 04-9393318
- admin@houghton.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington · schools in Wellington Region
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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 164
- Māori
- 23
- Pacific
- 3
- Asian
- 13
- MELAA
- 7
- Other
- 1
- 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 | 0 | 3 | 1 | 0 | 29 | 0 | 35 |
| Year 02 | 3 | 2 | 4 | 0 | 1 | 30 | 0 | 34 |
| Year 03 | 4 | 0 | 1 | 1 | 0 | 25 | 0 | 31 |
| Year 04 | 6 | 0 | 2 | 1 | 2 | 24 | 0 | 32 |
| Year 05 | 5 | 0 | 2 | 1 | 1 | 23 | 0 | 30 |
| Year 06 | 0 | 2 | 2 | 1 | 0 | 22 | 0 | 25 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Total | 22 | 4 | 14 | 5 | 4 | 155 | 0 | 190 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 0 | 2 | 1 | 0 | 27 | 0 | 32 |
| Age 06 | 2 | 2 | 4 | 0 | 0 | 29 | 0 | 32 |
| Age 07 | 5 | 0 | 2 | 1 | 1 | 26 | 0 | 34 |
| Age 08 | 6 | 0 | 2 | 1 | 2 | 24 | 0 | 32 |
| Age 09 | 4 | 0 | 2 | 1 | 0 | 25 | 0 | 30 |
| Age 10 | 1 | 2 | 2 | 1 | 1 | 21 | 0 | 26 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Total | 22 | 4 | 14 | 5 | 4 | 155 | 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%
| Houghton Valley School | 0% |
|---|---|
| Wellington Region | 24.7% |
| 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%
| Houghton Valley School | 0% |
|---|---|
| Wellington Region | 2.6% |
| 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%
| Houghton Valley School | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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)
- 366
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1931
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
- 25 February 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 25 February 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for students in Years 1 to 6
- Years 1 to 6
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 200 — 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.
October 2019
227
Counted while ERO’s review team was at the school. Education Review Office, report of 21 January 2020
October 2016
228
Counted while ERO’s review team was at the school. Education Review Office, report of 30 November 2016
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 25 February 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
Houghton Valley School provides education for students in Years 1 to 6. There are 174 students currently attending the school. Most of the students are Pākehā , 16% are Māori . The school vision, Ka Manaaki, Ka Rapu, Ka Whakamananwa tahi ai tatou (Caring, Exploring Inspiring Together) , is underpinned by the school values of Te Ao Māori , Connection, Learning and Te Taiao .
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.
What is the quality of teaching and learning? Learners benefit from high 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? School planning and conditions to support high quality education for learners are driving excellent school performance.
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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
The school is approaching 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 uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school has 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 meeting Government reading, writing and mathematics targets set for 2030.
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 are highly engaged and outcomes for learning are equitable and excellent.
Students’ sense of wellbeing and belonging is evident, supported by a wide range of successful initiatives.
Strategic and well-informed leadership drives improvement and sets high expectations for teaching and learning.
The school is using structured literacy in all areas of the school with planning in place to strengthen the structured mathematics approach.
The students are taught reading, writing and mathematics for 1 hour per day. The curriculum design provides for rich integrated learning opportunities with breadth and depth across learning areas.
Professional strengths and development needs are regularly identified and supported to sustain high quality teaching and improved outcomes for students.
Responsive teaching and learning reflect students’ strengths, needs and interests, builds on existing knowledge and skills to promote progress.
Key priorities and actions for improvement
The agreed next steps for the school are to:
continue to strengthen the use of te reo Māori, tikanga Māori and mātauranga Māori across the school by integrating te ao Māori throughout curriculum design
consolidate schoolwide evidenced-based strategies to guide consistent teaching practice in senior literacy and mathematics to meet students’ progress and achievement needs
monitor and strengthen processes to improve student attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
evaluate the effectiveness of te reo Māori, tikanga Māori and mātauranga Māori learning across the school to identify areas for improvement
review approaches to literacy and mathematics teaching and learning using observations, student voice and progress information to develop consistent expectations
continue to use data to measure the impact of targeted strategies for improving attendance
Every six months:
evaluate te reo Māori, tikanga Māori and mātauranga Māori teaching and learning practices using observations, teacher and student reflections to inform improvement actions
undertake an in-depth analysis of achievement information; respond to any disparity and plan to accelerate student progress
continue to track and monitor attendance information; identify what is working and adjust targeted strategies for ongoing improvement
Annually:
analyse and report student progress, achievement, wellbeing and attendance information overtime and plan further improvement priorities and initiatives
evaluate the consistency of literacy and mathematics teaching and learning on progress and achievement to inform improvement plans.
Actions taken against these next steps are expected to result in:
improved and sustained achievement outcomes
te reo Māori, tikanga Māori and mātauranga Māori purposefully integrated throughout the curriculum
consistent evidenced-based strategies that guide responsive teaching, particularly in literacy and mathematics
improved levels of attendance that meet or exceed the Government’s target for regular 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 Acting Director of Schools
25 February 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 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).