Point View School
Contributing · State
- Year levels
- 1–6
- Total roll
- 641
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Kilkenny Drive, Howick South, Auckland
- Territorial authority
- Howick Local Board Area
- Phone
- 09-2740637
- admin@pointview.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
- Required
At Point View School our learners are required to wear the official school uniform every day as listed below.
- Required
- Term dates
- Term 1, 2027: Tues 2 Feb - Fri 9 April
Term 1: Tues 2 Feb – Fri 9 April
Year stated asTerm Dates 2027
- Term 2, 2027: Tues 27 April - Fri 2 July
Term 2: Tues 27 April – Fri 2 July
Year stated asTerm Dates 2027
- Term 3, 2027: Mon 19 July - Fri 24 Sept
Term 3: Mon 19 July – Fri 24 Sept
Year stated asTerm Dates 2027
- Term 4, 2027: Mon 11 Oct - Wed 15 Dec
Term 4: Mon 11 Oct – Wed 15 Dec
Year stated asTerm Dates 2027
- Term 1, 2027: Tues 2 Feb - Fri 9 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.
- International students
- Accepted, as stated
We warmly welcome international students from around the world to Point View School.
- Accepted, as stated
- Voluntary donation
- $200 per child per year, 2026
2026 Donation Structure The suggested annual donation is set at $200 per child for the full year.
- $200 per child per year, 2026
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 96
- Māori
- 28
- Pacific
- 26
- Asian
- 531
- MELAA
- 42
- Other
- 3
- 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 | 3 | 3 | 81 | 6 | 1 | 11 | 0 | 95 |
| Year 02 | 5 | 4 | 64 | 5 | 1 | 16 | 0 | 79 |
| Year 03 | 3 | 2 | 77 | 4 | 0 | 9 | 0 | 88 |
| Year 04 | 2 | 4 | 98 | 7 | 1 | 12 | 1 | 114 |
| Year 05 | 7 | 4 | 106 | 9 | 0 | 27 | 0 | 133 |
| Year 06 | 2 | 4 | 106 | 9 | 0 | 19 | 2 | 130 |
| Year 07 | 0 | 1 | 22 | 1 | 0 | 2 | 0 | 25 |
| Total | 22 | 22 | 554 | 41 | 3 | 96 | 3 | 664 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 3 | 82 | 6 | 1 | 11 | 0 | 96 |
| Age 06 | 5 | 4 | 63 | 5 | 1 | 16 | 0 | 78 |
| Age 07 | 3 | 2 | 79 | 4 | 0 | 9 | 0 | 90 |
| Age 08 | 2 | 4 | 98 | 7 | 1 | 12 | 1 | 114 |
| Age 09 | 7 | 4 | 103 | 9 | 0 | 28 | 0 | 131 |
| Age 10 | 2 | 4 | 110 | 9 | 0 | 18 | 2 | 133 |
| Age 11 | 0 | 1 | 19 | 1 | 0 | 2 | 0 | 22 |
| Total | 22 | 22 | 554 | 41 | 3 | 96 | 3 | 664 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
7.6%
| Point View School | 7.6% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 15.5% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 4.6% |
| Other | 56.3% |
| European/Pākehā | 0% |
| Total | 7.6% |
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%
| Point View 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%
| Point View 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)
- 344
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 30 April 1996
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
- 6 May 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (6 May 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 6 May 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 641 — 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 2018
761
Counted while ERO’s review team was at the school. Education Review Office, report of 20 June 2018
November 2013
801
Counted while ERO’s review team was at the school. Education Review Office, report of 14 March 2014
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 6 May 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
Point View School in Howick South, provides education for learners in Years 1 to 6. The majority of learners at the school have English as an additional language. The school’s motto is “Learning Together” and emphasises creating an environment that prepares students for their future.
There are two parts to this report.
Part A: 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 B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for learners are increasingly equitable and excellent.
Most learners achieve at or above curriculum expectation in reading, writing and mathematics; almost all Māori learners and Pacific learners achieve at or above expectation in writing; the school has yet to achieve equitable outcomes for Māori learners in mathematics.
Students and teachers benefit from mutually respectful relationships, which enhance students’ wellbeing and sense of belonging.
The majority of learners attend school regularly; the school meets the national 2024 Ministry of Education target for attendance.
Conditions to support learner success
Strategic and purposeful leadership builds and sustains improvement in systems, processes and teaching and learning.
Leadership builds and sustains a culture of relational trust at all levels of the school, providing conditions for collaboration, coaching and inquiry that supports improving learner outcomes.
Leaders establish and communicate clear expectations for high quality teaching, monitoring and evaluating targets; reducing barriers to learning is at the forefront of teaching practice.
Well-analysed achievement and wellbeing information informs leaders’ considered decision making, which supports improving student outcomes.
Responsive, engaging teaching practices create positive and respectful learning environments.
Learners experience a broad curriculum which provides many opportunities for success; students talk about, make decisions about, and are engaged in, meaningful learning.
Teachers and leaders are increasingly integrating te reo Māori and refining the school’s local curriculum, underpinned by Māori values, that promotes student engagement.
Leaders and teachers ensure highly effective programmes are in place for students with a first language other than English, as well as learners with complex learning needs.
Key conditions that underpin successful schooling are strongly embedded.
Leaders engage in educationally focused relationships with local networks and community groups; these partnerships support learner transitions and increase opportunities for learning and success.
Parents are respected and valued partners in their children’s learning; they are well informed and provided opportunities to discuss and support their child’s learning pathway.
The school board operates effectively to ensure resourcing is targeted towards enhancing learner outcomes.
Part B: Where to next?
The agreed next steps for the school are to continue to:
review and develop the school’s local curriculum, including using Poutama Reo , as a resource, to strengthen te reo Māori learning
review assessment processes that align with implementing structured literacy and mathematics teaching programmes
increase equity for Māori learners in mathematics
sustain high levels of attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
review literacy and mathematics programmes, including assessment tools, to ensure they have structured teaching approaches and align to national curriculum expectations
introduce a professional development pathway for all staff in relation to designing school te reo Māori progressions based on Poutama Reo
Every six months:
engage in focused professional development to develop, evaluate and embed the local curriculum
evaluate the effectiveness of te reo Māori school progressions and how well these support teaching and learning
Annually:
evaluate the effectiveness of attendance strategies and structured teaching and learning approaches in literacy and mathematics and the impact they have on improving outcomes for learners
evaluate and report on student progress and achievement data to inform responsive decision making, particularly to increase parity for Māori learners in mathematics.
Actions taken against these next steps are expected to result in:
a well-developed local curriculum supported by te reo Māori learning progressions
sustained and improved achievement outcomes, for all learners, particularly for Māori learners in mathematics
high levels of student attendance.
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 Director of Schools (Acting)
6 May 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 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).