Milford School (Auckland)
Contributing · State
- Year levels
- 1–6
- Total roll
- 563
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 34 Shakespeare Road, Milford, Auckland
- Territorial authority
- Devonport-Takapuna Local Board Area
- Phone
- 09-4897216 Ext 730
- admin@milford.school.nz
- Website
- http://www.milford.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
- 284
- Māori
- 27
- Pacific
- 8
- Asian
- 270
- MELAA
- 28
- Other
- 5
- International
- 15
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 | 6 | 2 | 44 | 8 | 2 | 52 | 1 | 101 |
| Year 02 | 6 | 2 | 46 | 4 | 0 | 47 | 1 | 94 |
| Year 03 | 4 | 1 | 51 | 1 | 0 | 46 | 2 | 100 |
| Year 04 | 5 | 1 | 47 | 6 | 1 | 55 | 1 | 100 |
| Year 05 | 2 | 1 | 34 | 6 | 1 | 36 | 3 | 73 |
| Year 06 | 6 | 1 | 39 | 3 | 2 | 43 | 1 | 87 |
| Year 07 | 2 | 0 | 6 | 0 | 0 | 9 | 0 | 12 |
| Total | 31 | 8 | 267 | 28 | 6 | 288 | 9 | 567 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 2 | 26 | 8 | 1 | 48 | 1 | 79 |
| Age 06 | 6 | 1 | 52 | 4 | 1 | 46 | 1 | 99 |
| Age 07 | 2 | 1 | 53 | 0 | 0 | 43 | 0 | 94 |
| Age 08 | 6 | 2 | 50 | 6 | 1 | 57 | 2 | 108 |
| Age 09 | 3 | 1 | 35 | 6 | 1 | 40 | 4 | 79 |
| Age 10 | 5 | 0 | 41 | 4 | 2 | 43 | 1 | 89 |
| Age 11 | 3 | 1 | 10 | 0 | 0 | 11 | 0 | 19 |
| Total | 31 | 8 | 267 | 28 | 6 | 288 | 9 | 567 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
18.3%
| Milford School (Auckland) | 18.3% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 18.6% |
|---|---|
| Male | 17.9% |
| Māori | 80.3% |
| Pacific | 0% |
| Asian | 29.8% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 18.3% |
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%
| Milford School (Auckland) | 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%
| Milford School (Auckland) | 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)
- 356
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1926
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
- 5
- Last reviewed
- 27 February 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (21 November 2022)
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 21 November 2022 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.
What this report states about the school
As stated in ERO’s report of 27 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 563 — 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.
August 2016
526
Counted while ERO’s review team was at the school. Education Review Office, report of 10 October 2016
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 27 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
Milford School, Auckland provides education for students in Years 1 to 6. The school delivers The New Zealand Curriculum and is an International Baccalaureate Primary Years Programme (IBPYP) School.
The school’s vision is, ‘ to be a leading Primary Years Programme (PYP) school renowned for innovative education and an inclusive community where students are empowered to embrace challenges, celebrate diversity and contribute to a better world ’.
The school roll is 626 and serves a multicultural community. The ethnic composition is Asian 48%, New Zealand Pākehā 42%, Māori 6% and other ethnic groups 4%.
Progress since November 2022 ERO report
The school evaluated how the school’s strategic goals promote students to be flourishing learners with a strong sense of cultural identity. The school curriculum review strengthened approaches for enhancing students’ cultural identities. This contributed to students’ rates of progress and more equitable achievement outcomes.
The greatest shift that occurred through improved visibility of the school curriculum, and the consistency of the school’s language of learning through the use of PYP frameworks. This included identifying how these add value to quality learning experiences and outcomes for students.
How well place 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 rich 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 and 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 Most learners meet or exceed the expected curriculum level. Results are 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 Most 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.
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 significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has significantly extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards Government reading, writing and mathematics targets and is likely to meet them by 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 engaged in learning in caring and culturally inclusive classroom environments; this results a strong sense of belonging. Students demonstrate pride in their learning; know what they are learning and are increasingly able to talk about their learning next steps.
School programmes value the diverse languages, cultures and identity students bring to their schooling.
Students experience a wide range of meaningful learning opportunities through the school curriculum. Specialist teachers and learning assistants are integral to teaching and learning approaches.
Senior leadership builds and sustains a school culture committed to high quality teaching practices; they relentlessly pursue improvement goals and targets to sustain students’ progress and achievement over time.
Well-considered staff professional development is identified through the school strategic goals increase staff capability and capacity of all staff to enable high-quality teaching and learning practices to support all students. Structured literacy and mathematics programmes continue to embed and strengthen.
Robust evidence and evaluation by board, leaders and staff guide school strategic decision making and sustains ongoing improvement for students.
Key priorities and actions for improvement
The agreed next steps for the school are to:
continue use research informed approaches to enhance structured literacy and mathematics to sustain high learning and achievement outcomes for all students
continue to evaluate and refine schoolwide assessment practices that enable students to lead more of their own learning
continue to track and monitor attendance and engage with whānau and external services to reach Government attendance targets.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
continue to report to the board on the student progress and achievement in structured literacy and mathematics
continue to monitor and report to the board attendance on the impact of initiatives for improving regular attendance
Annually:
evaluate the impact of literacy and mathematic approaches on student progress and achievement to plan for future professional development and resourcing strategic decisions
report annual attendance to the board including the impact of initiatives for improving regular termly attendance to meet government targets.
Actions taken against these next steps are expected to result in:
students continuing to sustain high level of progress and achievement in literacy and mathematics
students can consistently articulate their strengths and challenges; learners know what and why they are learning and how this contributes to determining their next steps
increased regular attendance.
Background
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.
At the time of this review there were 5 international students attending the school.
The school supports international students to access a broad school curriculum and are fully integrated into the life of the school community. International students are well supported with effective teaching programmes and learning support strategies are in place for those with learning needs.
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
27 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 5 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).