KingsWay School
Composite · State : Integrated
- Year levels
- not reported
- Total roll
- 2,078
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 100 Jelas Road, Red Beach
- Territorial authority
- Hibiscus and Bays Local Board Area
- Phone
- 09-4270900
- not reported
- Directions
- Get directions
Other schools nearby: schools in Auckland
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
Students are expected to wear the correct uniform to school every day.
- Required
- Where to buy the uniform
- https://kingsway.school.nz/uniform-shop/
Uniform is to be purchased from the school [Uniform Shop](https://kingsway.school.nz/uniform-shop/). Non-uniform items are NOT accepted.
- https://kingsway.school.nz/uniform-shop/
- Getting there
- Children taking the bus home must ride on the shuttle bus from the Junior Campus to Longmore Lane and not walk over to their connecting bus.
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
- “To be a Christian community of learning that nurtures young people towards their full potential as servant leaders in the kingdom of God.”
- “Servant Leaders are people of Godly character who are willing to act on what they believe”
- Special character
- KingsWay Trust schools provide a Christ-centred learning environment where all aspects of school life, learning, and relationships are informed by Scripture and the gospel of Jesus Christ.
- International students
- Accepted, as stated
KingsWay School has two sections for enrolment: New Zealand Student Enrolments and International Student Enrolments.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 1,056
- Māori
- 61
- Pacific
- 26
- Asian
- 787
- MELAA
- 176
- Other
- 29
- International
- 77
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 | 2 | 2 | 40 | 3 | 1 | 62 | 0 | 105 |
| Year 02 | 3 | 1 | 39 | 8 | 3 | 50 | 1 | 96 |
| Year 03 | 1 | 1 | 45 | 9 | 0 | 65 | 2 | 119 |
| Year 04 | 5 | 0 | 46 | 1 | 1 | 66 | 3 | 118 |
| Year 05 | 3 | 1 | 46 | 4 | 1 | 89 | 1 | 142 |
| Year 06 | 6 | 1 | 61 | 5 | 3 | 95 | 7 | 169 |
| Year 07 | 5 | 2 | 68 | 10 | 2 | 98 | 11 | 192 |
| Year 08 | 3 | 2 | 59 | 4 | 2 | 107 | 7 | 176 |
| Year 09 | 9 | 3 | 63 | 12 | 3 | 112 | 3 | 196 |
| Year 10 | 13 | 5 | 61 | 5 | 6 | 104 | 10 | 192 |
| Year 11 | 5 | 1 | 59 | 6 | 5 | 93 | 9 | 172 |
| Year 12 | 5 | 3 | 54 | 4 | 1 | 110 | 14 | 188 |
| Year 13+ | 8 | 2 | 41 | 3 | 0 | 92 | 9 | 152 |
| Total | 68 | 24 | 682 | 74 | 28 | 1143 | 77 | 2017 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 2 | 34 | 2 | 1 | 48 | 0 | 84 |
| Age 06 | 4 | 1 | 41 | 9 | 3 | 58 | 1 | 108 |
| Age 07 | 1 | 1 | 44 | 8 | 0 | 66 | 2 | 117 |
| Age 08 | 5 | 0 | 49 | 1 | 1 | 68 | 3 | 123 |
| Age 09 | 4 | 1 | 42 | 5 | 1 | 83 | 1 | 134 |
| Age 10 | 5 | 1 | 58 | 5 | 3 | 95 | 6 | 164 |
| Age 11 | 4 | 1 | 68 | 10 | 2 | 85 | 9 | 176 |
| Age 12 | 4 | 1 | 56 | 2 | 0 | 101 | 7 | 165 |
| Age 13 | 8 | 5 | 60 | 11 | 5 | 124 | 5 | 204 |
| Age 14 | 10 | 4 | 67 | 7 | 5 | 89 | 5 | 179 |
| Age 15 | 9 | 3 | 59 | 6 | 6 | 107 | 5 | 187 |
| Age 16 | 3 | 1 | 55 | 3 | 0 | 108 | 13 | 181 |
| Age 17 | 9 | 3 | 39 | 4 | 1 | 87 | 14 | 154 |
| Age 18 | 1 | 0 | 10 | 1 | 0 | 24 | 4 | 39 |
| Age 19+ | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 2 |
| Total | 68 | 24 | 682 | 74 | 28 | 1143 | 77 | 2017 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
98.6%
| KingsWay School | 98.6% |
|---|---|
| Auckland Region | 90.1% |
| Composite (Year 1-15) | 91.4% |
| State: Integrated | 95.8% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 98.6% |
|---|---|
| Male | 98.7% |
| Māori | 100% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 97.9% |
| Total | 98.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 1 data (2023-2025)
Percentage with NCEA level 2 or above — 2025
98%
| KingsWay School | 98% |
|---|---|
| Auckland Region | 85.3% |
| Composite (Year 1-15) | 86% |
| State: Integrated | 92.1% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 97.2% |
|---|---|
| Male | 98.7% |
| Māori | 100% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 96.9% |
| Total | 98% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 2 data (2023-2025)
Percentage with NCEA level 3 or above — 2025
90.5%
| KingsWay School | 90.5% |
|---|---|
| Auckland Region | 71.7% |
| Composite (Year 1-15) | 71.7% |
| State: Integrated | 77.7% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 91.5% |
|---|---|
| Male | 89.6% |
| Māori | 100% |
| Pacific | Too few to report |
| Asian | 97.6% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 86.6% |
| Total | 90.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
16.9%
| KingsWay School | 16.9% |
|---|---|
| Auckland Region | 14.6% |
| Composite (Year 1-15) | 16% |
| State: Integrated | 13.5% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 15.5% |
|---|---|
| Male | 18.2% |
| Māori | 12.5% |
| Pacific | Too few to report |
| Asian | 9.8% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 19.6% |
| Total | 16.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison Vocational Pathway data (2023-2025)
Retention
Percentage staying until at least 17th birthday — 2025
96.6%
| KingsWay School | 96.6% |
|---|---|
| Auckland Region | 88.9% |
| Composite (Year 1-15) | 86.6% |
| State: Integrated | 91.1% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 98.6% |
|---|---|
| Male | 94.8% |
| Māori | 100% |
| Pacific | Too few to report |
| Asian | 95.1% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 96.9% |
| Total | 96.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
4.4%
| KingsWay School | 4.4% |
|---|---|
| Auckland Region | 29.7% |
| Composite (Year 1-15) | 26.5% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 3% |
|---|---|
| Male | 5.7% |
| Māori | 25.7% |
| Pacific | 0% |
| Asian | 1.4% |
| Other | 9.3% |
| European/Pākehā | 4.2% |
| Total | 4.4% |
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%
| KingsWay School | 0% |
|---|---|
| Auckland Region | 3% |
| Composite (Year 1-15) | 3.2% |
| State : Integrated | 1.6% |
| 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%
| KingsWay School | 0% |
|---|---|
| Auckland Region | 1.4% |
| Composite (Year 1-15) | 1.2% |
| State : Integrated | 0.5% |
| 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)
- 388
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 7 September 1986
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
- 22 May 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (22 May 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 22 May 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 2078 — 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.
September 2017
1122
Counted while ERO’s review team was at the school. Education Review Office, report of 8 November 2017
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 22 May 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 KingsWay 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
KingsWay School is a state-integrated Christian school catering to students from Years 1 to 13. The campus is organised as three schools: the primary years 1-6, middle years 7-10 (including middle school 7-9 and junior secondary year 10), and senior years 11-13.
The schools’ values of God’s creation, all people, personal faith, character, and truth help them in their goal to create a Christian community of learning that nurtures young people towards their full potential as servant leaders in the Kingdom of God. The vision for KingsWay graduates is that they may be confident, connected, actively involved, lifelong learners who are growing in faith, hope and love for Jesus.
KingsWay School strategic priorities for improving outcomes for learners are:
Tū Rangatira | Leadership: The school leadership is evaluated to support all students to achieve their full potential
Tuia te hono | Powerful Connections & Relationships: International engagement with our community is enhanced
Te Kaiako whakaaweawe | Effective Teaching & Curriculum: Continue to develop KingsWay’s identity as a leading school of Christian education
Ngā kaiako hiringa | Empowered & Capable Staff: All staff actively engage in professional learning opportunities to better support all students to achieve their full potential
Te aro mātai | Evaluation for Improvement & Innovation: Data is used effectively to improve student outcomes and personalise learning programmes for all students
Kia Kaitiaki | Stewardship: The Board increases its capacity and capability to govern for all students to achieve their full potential.
You can find a copy of the school’s strategic and annual plan on KingsWay School’s website .
ERO and the school are working together to evaluate how to increase the consistent use of differentiated teaching and learning throughout the school, so ākonga have greater opportunities to be more agentic.
The rationale for selecting this evaluation is to:
create an agentic learning approach that develops higher-order cognitive skills and increases a sense of self-efficacy and resilience
increase the opportunities for ākonga to be more agentic and take ownership over their own learning
student agency becomes an intrinsic consideration within the teaching and learning process.
The school expects to see:
teachers who explore innovative ways to differentiate their practice to cater for all ākonga
ākonga who take greater control over what and how they learn
ākonga who can articulate why and what they are learning and the next steps towards mastery.
Strengths
The school can draw from the following strengths to support its goal to increase the consistent use of differentiated teaching and learning:
KingsWay has a strong base of excellent academic achievement and student outcomes.
Staff demonstrate a continuous improvement disposition to benefit all ākonga .
School leadership has engaged expert educational partners to grow teacher capability.
Kāhui Ako provide effective professional development for staff.
Where to next?
Moving forward, the school will prioritise:
the professional development of staff with specific focus on planning and the delivery of differentiation and development of student agency
the identification of ‘bright spots’ of effective practice and practitioners who reflect the evaluation goal
activating expert partners to support the school to implement the goal.
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
22 May 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).