Middle School West Auckland
Restricted Composite (Year 7-10) · State
- Year levels
- 7–10
- Total roll
- 135
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 289 Lincoln Road, Henderson, Auckland
- Territorial authority
- Henderson-Massey Local Board Area
- Phone
- 09-9721744
- admin@westauckland.school.nz
- 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
Uniform is supplied by the school, free of charge, and is to be worn daily.
- Required
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
- Our Vision Statement is:
- - To allow young people to develop and learn so as to give them a base for excellence in all spheres of life through effective teaching, quality facilities, an optimal day structure, and an integrated curriculum.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 45
- Māori
- 59
- Pacific
- 41
- Asian
- 14
- MELAA
- 5
- 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 07 | 17 | 14 | 8 | 0 | 1 | 13 | 0 | 38 |
| Year 08 | 15 | 17 | 4 | 3 | 0 | 8 | 0 | 37 |
| Year 09 | 18 | 10 | 5 | 3 | 0 | 12 | 0 | 39 |
| Year 10 | 18 | 19 | 2 | 1 | 0 | 16 | 0 | 41 |
| Total | 68 | 60 | 19 | 7 | 1 | 49 | 0 | 155 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 11 | 12 | 7 | 0 | 1 | 8 | 0 | 30 |
| Age 12 | 17 | 15 | 5 | 3 | 0 | 9 | 0 | 35 |
| Age 13 | 16 | 8 | 3 | 2 | 0 | 8 | 0 | 31 |
| Age 14 | 11 | 16 | 3 | 1 | 0 | 18 | 0 | 40 |
| Age 15 | 11 | 8 | 1 | 1 | 0 | 6 | 0 | 17 |
| Age 16 | 2 | 1 | 0 | 0 | 0 | 0 | 0 | 2 |
| Total | 68 | 60 | 19 | 7 | 1 | 49 | 0 | 155 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
97.5%
| Middle School West Auckland | 97.5% |
|---|---|
| Auckland Region | 29.7% |
| Secondary (Year 7-15) | 43.4% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 72% |
|---|---|
| Male | 126.4% |
| Māori | 120.3% |
| Pacific | 59.8% |
| Asian | 26.9% |
| Other | 0% |
| European/Pākehā | 107% |
| Total | 97.5% |
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
3.3%
| Middle School West Auckland | 3.3% |
|---|---|
| Auckland Region | 3% |
| Secondary (Year 7-15) | 4.6% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 7.2% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 10% |
| Total | 3.3% |
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%
| Middle School West Auckland | 0% |
|---|---|
| Auckland Region | 1.4% |
| Secondary (Year 7-15) | 2% |
| 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)
- 526
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 23 January 2019
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
- 2 September 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (19 June 2025)
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 same report — the board assurance report of 19 June 2025 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO and the board have identified the following area of non-compliance during the board assurance process:
ensure the board gives written authorisation of an employee, who is not a teacher, to use physical restraint. [s99 Education and Training Act 2020]
The board has since taken steps to address the area of non-compliance identified.
What this report states about the school
As stated in ERO’s report of 2 September 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 7 to 10
provides education for students in Years 7 to 10
- Years 7 to 10
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 135 — 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.
May 2021
184
Counted while ERO’s review team was at the school. Education Review Office, report of 23 June 2021
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 2 September 2025 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the school
Middle School West Auckland is in Henderson, Auckland and provides education for students in Years 7 to 10. There are 157 students located across two campuses. The school roll is 151 students, almost half of students identify as Māori , 40% are of Pacific heritage and 30% Pakeha /NZ European. The school provides a Te Reo Māori programme at the Pōhutukawa Villa campus.
The school’s vision is to provide young people with effective teaching, quality facilities, an optimal day structure and an integrated curriculum.
Education Counts provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
What do we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation .
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 65% 65 to 79% 80 to 90% Over 90%
Learner Success and Wellbeing
This section provides a summary of learner success and wellbeing.
School leaders and staff are working towards improving outcomes for all learners.
A small majority of students achieve at or above expected curriculum levels in reading, writing and mathematics.
Achievement information shows significant disparity for some groups of learners.
Learners are proud of their school, they speak positively about the way staff value and affirm their identity and culture, enhancing their wellbeing.
The school is behind the Government’s target for regular attendance, with less than half of students attending school regularly. Leaders are implementing a plan to improve attendance.
Conditions to support learner success
This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.
Leaders are taking steps to foster a culture of continuous improvement and increase learner progress and achievement.
Leaders work actively to remove barriers to learner engagement at school. The wellbeing of students and their whānau is prioritised and a range of strategies are in place to support this.
Leadership is developing a coordinated approach to professional learning that aligns with the needs of teachers and learners.
Leaders are implementing a shared understanding among staff of a range of key concepts in teaching and learning that are beginning to benefit student progress and achievement.
The school is taking steps to provide a responsive curriculum and high-quality teaching practice.
Teachers and leaders have a strong understanding of their students and design learning programmes tailored to individual needs, with a clear focus on improving outcomes.
Students experience an integrated curriculum through a range of relevant learning opportunities that support their progress and achievement.
Staff regularly collaborate within each learning area and across the school, providing opportunities to share practice and strengthen agreed expectations for effective teaching and learning.
School conditions that support learner success continue to be improved and refined.
Students with additional needs are well supported to access the curriculum and make progress.
Students at risk of underachievement are quickly identified and targeted interventions are put in place to support them.
Staff develop productive partnerships within the community that enhance learning experiences and provide students with real-life examples of positive citizenship.
Staff value external educational partnerships that inform practice, enrich teaching and learning opportunities and build internal evaluation capability.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Key priorities for the school
Strengthen the focus on accelerating progress for all students at risk of not achieving in reading, writing and mathematics.
Strengthen teaching, learning and assessment practices to ensure consistency of approaches to planning and teaching.
Further develop and implement strategies that improve regular attendance.
Actions to bring about improvement
Within six months:
leaders and teachers analyse attendance information collated through the school’s Attendance Summary and Student Improved Attendance Form to inform next steps
Every six months:
leaders and teachers review and report to the School Board on the impact of teaching practices designed to support learners at risk of not achieving, identifying further actions
leaders and teachers review student progress and achievement to see how well professional development and teaching approaches are working
leaders report to the Board on the effectiveness of attendance strategies to inform next steps
Annually:
the School Board use information from leaders and teachers about practices that help learners at risk of not meeting expectations to guide planning and resource decisions
the School Board use information about student attendance, progress, and achievement to support strategic planning and decision-making.
Expected outcomes
Increased progress and achievement for students at risk of not achieving in reading, writing and mathematics.
Consistent high-quality teaching and learning.
Increased regular attendance for all learners.
The next public report on ERO’s website will be a School Evaluation Report and is due within four 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)
2 September 2025
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).