Prospect School
Contributing · State
- Year levels
- 1–6
- Total roll
- 324
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Rosier Road, Glen Eden, Auckland
- Territorial authority
- Waitākere Ranges Local Board Area
- Phone
- 09-8185219
- admin@prospect.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
The uniform consists of the teal Prospect polo shirt (RRP $35.00), the black Prospect zip-up polar fleece (RRP $55.00) and black shorts / pants or skirt.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 59
- Māori
- 93
- Pacific
- 186
- Asian
- 62
- MELAA
- 20
- Other
- 4
- 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 | 18 | 27 | 11 | 5 | 0 | 13 | 0 | 57 |
| Year 02 | 17 | 28 | 10 | 4 | 0 | 11 | 0 | 56 |
| Year 03 | 22 | 30 | 8 | 8 | 0 | 13 | 0 | 61 |
| Year 04 | 17 | 34 | 10 | 5 | 0 | 5 | 0 | 55 |
| Year 05 | 15 | 33 | 11 | 2 | 1 | 13 | 0 | 55 |
| Year 06 | 13 | 23 | 16 | 4 | 0 | 9 | 0 | 51 |
| Year 07 | 0 | 4 | 2 | 0 | 0 | 2 | 0 | 8 |
| Total | 102 | 179 | 68 | 28 | 1 | 66 | 0 | 343 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 15 | 24 | 8 | 4 | 0 | 11 | 0 | 47 |
| Age 06 | 18 | 30 | 13 | 4 | 0 | 11 | 0 | 60 |
| Age 07 | 23 | 27 | 9 | 8 | 0 | 14 | 0 | 62 |
| Age 08 | 17 | 34 | 9 | 6 | 0 | 5 | 0 | 56 |
| Age 09 | 16 | 33 | 11 | 2 | 1 | 14 | 0 | 55 |
| Age 10 | 13 | 26 | 13 | 4 | 0 | 9 | 0 | 51 |
| Age 11 | 0 | 5 | 5 | 0 | 0 | 2 | 0 | 12 |
| Total | 102 | 179 | 68 | 28 | 1 | 66 | 0 | 343 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
69.9%
| Prospect School | 69.9% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 17.9% |
|---|---|
| Male | 109.5% |
| Māori | 123% |
| Pacific | 74.5% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 144.5% |
| Total | 69.9% |
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%
| Prospect 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%
| Prospect 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)
- 495
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 3 February 1958
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
- 21 November 2022
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile 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.
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 324 — 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 2016
349
Counted while ERO’s review team was at the school. Education Review Office, report of 7 September 2016
October 2011
361
Counted while ERO’s review team was at the school. Education Review Office, report of 19 December 2011
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 21 November 2022 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within 14 months of the Education Review Office and Prospect School working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website www.ero.govt.nz
Context
Prospect School is a multicultural contributing school, located in Glen Eden, Auckland. The school caters for year 1 to 6 ākonga /learners and has a Māori bilingual unit. The school’s vision is to create positive futures for ākonga through inclusive and inspirational learning.
Prospect School’s strategic priorities for improving outcomes for learners are:
knowledgeable and passionate staff build capacity
an explicit focus on student achievement
increased student and community engagement
a commitment to tangata whenua and Te Tiriti o Waitangi
the school’s core values, skills, knowledge and behaviours made explicit through Te Ara Tupuranga - the guiding values and behaviours for all.
You can find a copy of the school’s strategic and annual plan on Prospect School’s website.
ERO and the school are working together to evaluate how effectively Prospect School’s learning conditions and teaching practices result in positive and equitable ākonga outcomes.
The rationale for selecting this evaluation is:
a strength-based focus where learning needs are at the heart of what they do
equity for Māori , Pacific and diverse learners is embedded in Te Ara Tupuranga
wellbeing and belonging are key components in the school’s culturally responsive local curriculum
targeted interventions support ākonga to be successful in who they are
the school, whānau and community are engaged in a positive learning-centred relationships
teaching practices and learning outcomes are reviewed, adapted, and monitored to meet ākonga needs
the school’s strategic goals focus on effective teaching and quality learning outcomes, giving effect to te Tiriti o Waitangi , and an unrelenting focus on ākonga learning.
The school expects to see:
ākonga who are agentic in their learning and can describe their goals, achievements and what success looks like for them
classroom cultures that are well established and consistently characterised by connectedness, respect, inclusion, empathy, collaboration, and safety, focused on student belonging and wellbeing
teachers consistently using a range of strategies to fully engage learners
whānau and community engagement focused on enriching ākonga learning opportunities
teachers work is connected, relevant, challenging, and meaningful
a refined and streamlined Te Ara Tupuranga providing an explicit pathway for learning.
Strengths
The school can draw from the following strengths to support it in its goal to focus on positive and equitable ākonga outcomes:
ākonga are engaged in their learning and seek out opportunities for new learning
ākonga , staff and whānau understand the importance of living their school values
passionate and respectful teachers are collectively committed to equitable outcomes for ākonga
supportive, knowledgeable, evidence informed school leadership
an articulate, fully collaborative team approach to implementing innovation
strength-based, well-developed, school-wide systems, practices, and processes
whānau , staff and community have an unrelenting focus on learning and care.
Where to next?
Moving forward, the school will prioritise to:
continue to embed and monitor the refined Te Ara Tupuranga values, skills, knowledge and behaviours across an integrated curriculum
define and evaluate levels of consistency and engagement with all stakeholders in implementing a refined Te Ara Tupuranga
consider levels of responsiveness across the wider curriculum; how the school supports teachers and ākonga to realise their potential, their feelings of being successful and experiencing belonging
further strengthening opportunities and engagement with whānau and community
evidencing through an evaluative process the excellent and equitable outcomes for all ākonga at Prospect School.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Filivaifale Jason Swann Director Review and Improvement Services (Northern) Northern Region | Te Tai Raki
21 November 2022
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 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).