Mission Heights Primary School
Contributing · State
- Year levels
- 1–6
- Total roll
- 679
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Jeffs Road, Flat Bush, Auckland
- Territorial authority
- Howick Local Board Area
- Phone
- 09-2777888
- admin@mhp.school.nz
- Website
- http://www.mhp.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
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
Not stated on the school’s website.
- Term dates
- Term 1, 2026: 2nd February to 2nd April
Term 1 | 2nd February to 2nd April
Year stated asTerm Dates 2026
- Term 2, 2026: 20 April to 3rd July
Term 2 | 20 April to 3rd July
Year stated asTerm Dates 2026
- Term 3, 2026: 20th July to 25th September
Term 3 | 20th July to 25th September
Year stated asTerm Dates 2026
- Term 4, 2026: 12 October to 17th December
Term 4 | 12 October to 17th December
Year stated asTerm Dates 2026
- Term 1, 2026: 2nd February to 2nd April
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 is to enable students to achieve excellence in learning and in life by providing a rigorous, engaging, challenging and future-focused curriculum. Expecting excellence for all at Mission Heights Primary School is aimed at inspiring and directing students’ best efforts within the classroom and beyond to become active, positive and productive future citizens in a rapidly changing world.
- International students
- Accepted, as stated
Spaces for International Learners are strictly limited and managed by our Board Of Trustees to ensure every International Learner we accept is able to be supported in the best possible way.
- Accepted, as stated
- Voluntary donation
- $200.00 per year, per student
Mission Heights Primary School Board of Trustees request that parents make an annual donation of $200.00 per year, per student.
- $200.00 per year, per student
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Softball (Y4-6)
- Softball (Y4-6)
- Cricket (Y4-6)
- Cricket (Y4-6)
- Swimming (Y4-6)
- Swimming (Y4-6)
- Rugby (Y4-6 and weight based)
- Rugby (Y4-6 and weight based)
- Soccer (Y5-6)
- Soccer (Y5-6)
- Netball (Y5-6)
- Netball (Y5-6)
- Hockey (Y5-6)
- Hockey (Y5-6)
- Gymnastics (Y4-6)
- Gymnastics (Y4-6)
- Athletics (Y3-6)
- Athletics (Y3-6)
- Cross Country (Y3-6)
- Cross Country (Y3-6)
- Touch (Y5-6)
- Touch (Y5-6)
- Basketball (Y5-6)
- Basketball (Y5-6)
- Softball (Y4-6)
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 51
- Māori
- 21
- Pacific
- 75
- Asian
- 571
- MELAA
- 42
- 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 01 | 5 | 11 | 79 | 4 | 0 | 11 | 0 | 93 |
| Year 02 | 4 | 9 | 78 | 5 | 1 | 7 | 0 | 93 |
| Year 03 | 5 | 14 | 93 | 7 | 0 | 13 | 0 | 116 |
| Year 04 | 5 | 12 | 100 | 5 | 1 | 11 | 0 | 116 |
| Year 05 | 5 | 14 | 113 | 9 | 0 | 9 | 0 | 138 |
| Year 06 | 3 | 21 | 95 | 6 | 0 | 10 | 1 | 124 |
| Year 07 | 1 | 4 | 20 | 1 | 0 | 2 | 0 | 26 |
| Total | 28 | 85 | 578 | 37 | 2 | 63 | 1 | 706 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 10 | 72 | 4 | 0 | 11 | 0 | 86 |
| Age 06 | 4 | 10 | 75 | 5 | 1 | 8 | 0 | 90 |
| Age 07 | 3 | 13 | 90 | 7 | 0 | 10 | 0 | 111 |
| Age 08 | 7 | 12 | 111 | 5 | 1 | 13 | 0 | 128 |
| Age 09 | 4 | 14 | 109 | 9 | 0 | 8 | 0 | 134 |
| Age 10 | 4 | 20 | 98 | 5 | 0 | 10 | 1 | 125 |
| Age 11 | 1 | 6 | 23 | 2 | 0 | 3 | 0 | 32 |
| Total | 28 | 85 | 578 | 37 | 2 | 63 | 1 | 706 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
13.9%
| Mission Heights Primary School | 13.9% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 6.7% |
|---|---|
| Male | 21.9% |
| Māori | 0% |
| Pacific | 49.8% |
| Asian | 13.3% |
| Other | 70.5% |
| European/Pākehā | 0% |
| Total | 13.9% |
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%
| Mission Heights Primary 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%
| Mission Heights Primary 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)
- 368
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 29 December 2008
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
- 6
- Last reviewed
- 19 February 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (19 February 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 board assurance report of 19 February 2025 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 679 — 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
725
Counted while ERO’s review team was at the school. Education Review Office, report of 1 December 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 19 February 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.
Context
Mission Heights Primary School caters for students from Years 1 to 6 and shares a site with Mission Heights Junior College in Flatbush, Auckland. Most students and staff speak additional languages. The school’s values, Courage, Action, Respect, Empathy (CARE), underpin teaching and learning.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the previous ERO report of February 2023, ERO and the school worked together to evaluate how well the school is lifting learners’ achievement in mathematics through professional learning programmes and effective teaching.
Expected Improvements and Findings
The school expected to see:
School wide lifts in mathematics achievement and greater equity for priority learners.
Student achievement in mathematics has increased significantly; the majority of students achieve at or above curriculum expectation.
Increased equity for priority learners is evident.
The number of students achieving beyond curriculum level expectations in mathematics has also increased.
Greater consistency of school wide collaborative teacher practice.
Professional development programmes have resulted in effective continuity of learning across the school.
A specialist mathematics teacher works across the school, providing assistive with collaborative planning and assessment practices creating more consistency for students.
A higher level of mathematics terminology and language is used by students and teachers across the school.
Priority learners and all students at risk of not achieving in mathematics are clearly identified, receive additional teaching and many make accelerated progress.
Leaders monitor progress closely and regularly evaluate the effectiveness of support programmes.
Other Findings
During the course of the evaluation, a designated mathematics specialist teacher position was established. The specialist works with, and alongside teachers to build teachers’ knowledge; this is strengthening mathematics assessment and moderation processes.
The greatest shift that occurred in response to the school’s action was the enhanced confidence and capability that teachers now have to teach all mathematics concepts to higher levels and provide increased challenge for students.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for learners have significantly improved over time and are becoming increasingly equitable.
The majority of learners achieve at or above curriculum expectations in reading and writing, with significant progress made in mathematics; a small disparity for Māori and Pacific students is evident in mathematics and for Māori in reading.
Leaders have planned to align the mathematics quality teaching practices with literacy approaches to increase equitable and excellent outcomes for students.
The majority of students attend school regularly; the school does not yet meet the Ministry of Education’s 2024 target for regular attendance.
Conditions to support learner success
School leaders effectively lead ongoing improvement and foster a culture committed to consistent high-quality teaching.
Quality leadership is evident at all levels of the school; leaders work to create a positive environment that is inclusive, values diversity and promotes student wellbeing for learning. Appropriate and well considered professional learning opportunities grow effective teacher practice and collaboration to lift in student achievement.
Team leaders and teacher strengths are used effectively to build and develop successful teaching teams to meet student needs.
Effective teaching practices through the school’s curriculum are responsive to student needs, strengths, and interests.
Teaching programmes have a strong focus on foundation skills in reading, writing and mathematics; in addition, students are provided with engaging and authentic learning opportunities through the school’s Abilities, Curiosities and Essentials (ACE) programme.
Consistent school wide planning and tracking of student progress through strong assessment practices that include cross-school checks of teacher judgements.
Students with additional learning needs are well supported through inclusive teaching to make progress and achieve success.
Positive school conditions promote learners’ wellbeing, engagement, and achievement.
Strategic planning and investment in resourcing effectively support curriculum implementation, teaching, and student’s learning opportunities.
Effective communication channels are used to engage well with a multilingual community invested in their children’s progress and achievement.
Regular school wide learning celebrations provide parents with opportunities to share and celebrate student’s progress and success.
leaders and teachers continue to strengthen the integration of te Reo Māori, and tikanga Māori through the school.
Part C: Where to next?
The agreed next steps for the school are to:
continue to implement and evaluate how well current school strategies are lifting overall student attendance
continue mathematics professional learning to further embed quality practice and enhance equitable and excellent outcomes for all students
align mathematics teaching approaches with new literacy approaches and build teacher capability in literacy
continue to provide professional learning to increase teachers’ capability to independently teach te reo Māori and tikanga Māori.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
evaluate the effectiveness of strategies to improve levels of regular attendance to lift the attendance of students who are not attending regularly
Annually:
monitor the rates of student attendance and report trends and patterns to the board and parent community to determine any further action
continue to evaluate and report to the board on how well teacher capability in literacy is lifting student achievement and resulting is equitable and excellent outcomes for all students
evaluate the effectiveness of strategies to increase teachers’ ability to independently teach te reo Māori and tikanga Māori.
Actions taken against these next steps are expected to result in:
improved rates of attendance
equitable and excellent outcomes in reading, writing and mathematics
te reo Māori and tikanga Māori is embedded into the school culture.
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
19 February 2025
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 6 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).