May Road School
Contributing · State
- Year levels
- 1–6
- Total roll
- 179
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 504 Richardson Road, Mount Roskill, Auckland
- Territorial authority
- Puketāpapa Local Board Area
- Phone
- 09-6268021
- admin@mayroad.school.nz
- Website
- http://www.mayroad.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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 21
- Māori
- 37
- Pacific
- 107
- Asian
- 32
- MELAA
- 27
- 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 | 4 | 12 | 4 | 2 | 0 | 1 | 0 | 20 |
| Year 02 | 8 | 18 | 9 | 7 | 0 | 4 | 0 | 32 |
| Year 03 | 10 | 26 | 5 | 1 | 0 | 4 | 0 | 33 |
| Year 04 | 4 | 17 | 4 | 6 | 0 | 5 | 0 | 29 |
| Year 05 | 4 | 25 | 6 | 6 | 0 | 4 | 0 | 38 |
| Year 06 | 5 | 17 | 3 | 7 | 0 | 1 | 0 | 29 |
| Year 07 | 3 | 5 | 0 | 0 | 0 | 1 | 0 | 5 |
| Total | 38 | 120 | 31 | 29 | 0 | 20 | 0 | 186 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 9 | 4 | 1 | 0 | 1 | 0 | 16 |
| Age 06 | 7 | 21 | 9 | 8 | 0 | 3 | 0 | 35 |
| Age 07 | 10 | 25 | 4 | 1 | 0 | 5 | 0 | 32 |
| Age 08 | 5 | 18 | 5 | 6 | 0 | 5 | 0 | 31 |
| Age 09 | 5 | 25 | 6 | 6 | 0 | 3 | 0 | 37 |
| Age 10 | 5 | 18 | 3 | 7 | 0 | 2 | 0 | 30 |
| Age 11 | 2 | 4 | 0 | 0 | 0 | 1 | 0 | 5 |
| Total | 38 | 120 | 31 | 29 | 0 | 20 | 0 | 186 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
13.1%
| May Road School | 13.1% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 25.7% |
| Māori | 73% |
| Pacific | 19.4% |
| Asian | 91.9% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 13.1% |
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%
| May Road 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%
| May Road 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)
- 496
- Boarding
- No
- Language of instruction
- Some students taught in a Pacific language
- Urban / rural
- Major urban area
- Date opened
- 14 April 1925
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
- 5 May 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 5 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for learners in Year 1 to 6
- Years 1 to 6
- Bilingual or immersion provision
- Samoan bilingual learning through Lumana'i Manuia Mo A Teao
The school offers Samoan bilingual learning through Lumana'i Manuia Mo A Teao.
- Samoan bilingual learning through Lumana'i Manuia Mo A Teao
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 179 — 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.
June 2019
207
Counted while ERO’s review team was at the school. Education Review Office, report of 8 November 2019
November 2015
250
Counted while ERO’s review team was at the school. Education Review Office, report of 4 March 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 5 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
May Road School provides education for learners in Year 1 to 6. The roll is approximately 200, with 60 percent of learners of Pacific descent and 13 percent identifying as Māori . The school’s vision is Value yourself, value your learning and respect all others . The school offers Samoan bilingual learning through Lumana'i Manuia Mo A Teao.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
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 rich 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? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.
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 A small 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 equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are 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.
Chronic absence is reducing over time.
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 making progress towards meeting Government reading, writing and mathematics targets and/or pānui , tuhituhi and pāngarau 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 express a strong sense of belonging and pride in their school that promotes their confidence in learning and wellbeing.
Senior leaders build and sustain high trust, collaborative relationships with students, staff, whānau , mana whenua and a range of external agencies that support students' positive behaviour, learning and wellbeing outcomes.
Structured literacy practices are being implemented, and the school is refining mathematics teaching and learning approaches to align with curriculum and assessment changes.
Responsive staff professional development and effective curriculum leadership within the school has significantly improved learner progress and achievement in mathematics.
Leaders and teachers regularly review the curriculum ensuring that learning experiences respond to and reflect the many different cultures and identities of learners.
Teachers know their learners well, supporting their learning needs, interests and strengths through caring, respectful and inclusive environments.
Teachers strengthen their teaching practice through ongoing self-reflection, analysis of student information and collaborative inquiry that improves learner progress and achievement.
Key priorities and actions for improvement
The agreed next steps for the school are to:
monitor and review initiatives to improve the regular attendance of all students
further develop teachers’ understanding and use of structured approaches to literacy to positively impact learner outcomes in reading and writing
refine effective teaching, learning and assessment practices so that learners take increased ownership of their learning goals and next steps.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
review current attendance strategies and initiatives to identify next steps
refine the school’s teaching and learning progressions to align with the learning objectives within the refreshed literacy and mathematics curriculum areas
review and clarify schoolwide processes for students to set, share and reflect on their learning goals
Every six months:
provide relevant professional learning opportunities for staff that strengthen teachers’ understanding and delivery of structured approaches in literacy
monitor learner achievement, with a particular focus on those learners who are not yet achieving at expectation in reading and writing, to further accelerate their progress
gather and analyse student voice to review the progress of learners’ ability to discuss their current learning goals and next steps
Annually:
evaluate the impact of initiatives to improve students’ regular attendance to inform next steps
review and report to the board on student attendance, progress and achievement information, making decisions about ongoing resourcing and staff professional learning, particularly in literacy.
Actions taken against these next steps are expected to result in:
improved regular attendance of all learners
improved progress and achievement outcomes for all learners, particularly in reading and writing
structured literacy approaches consistently embedded schoolwide
learners who confidently talk about their current learning goals and next steps.
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 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)
5 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 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).