Redhill School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 205
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Redcrest Avenue, Papakura
- Territorial authority
- Papakura Local Board Area
- Phone
- 09-2984377
- office@redhill.school.nz
- Website
- http://www.redhill.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 wearing of a school uniform is compulsory
- Required
- Term dates
- Term 1, 2026: Monday 2 February – Thursday 2 April
Monday 2 February – Thursday 2 April
Year stated as2026
- Term 2, 2026: Monday 20 April – Friday 3 July
Term Two Monday 20 April – Friday 3 July
Year stated as2026
- Term 3, 2026: Monday 20 July – Friday 25 September
Term Three Monday 20 July – Friday 25 September
Year stated as2026
- Term 4, 2026: Monday 12 October – Wednesday 16th December
Term Four Monday 12 October – Wednesday 16th December
Year stated as2026
- Term 1, 2026: Monday 2 February – Thursday 2 April
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 29
- Māori
- 118
- Pacific
- 87
- Asian
- 29
- MELAA
- 2
- Other
- 0
- 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 | 13 | 15 | 1 | 0 | 0 | 4 | 0 | 27 |
| Year 02 | 18 | 8 | 4 | 0 | 0 | 2 | 0 | 28 |
| Year 03 | 14 | 11 | 6 | 1 | 0 | 1 | 0 | 27 |
| Year 04 | 19 | 14 | 1 | 0 | 0 | 3 | 0 | 30 |
| Year 05 | 7 | 13 | 4 | 0 | 0 | 0 | 0 | 20 |
| Year 06 | 13 | 15 | 2 | 1 | 0 | 3 | 0 | 28 |
| Year 07 | 20 | 15 | 3 | 0 | 0 | 4 | 0 | 33 |
| Year 08 | 17 | 13 | 4 | 0 | 0 | 2 | 0 | 30 |
| Total | 121 | 104 | 25 | 2 | 0 | 19 | 0 | 223 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 14 | 14 | 2 | 0 | 0 | 4 | 0 | 28 |
| Age 06 | 18 | 9 | 3 | 0 | 0 | 2 | 0 | 28 |
| Age 07 | 13 | 11 | 6 | 1 | 0 | 1 | 0 | 26 |
| Age 08 | 19 | 13 | 1 | 0 | 0 | 3 | 0 | 29 |
| Age 09 | 6 | 14 | 4 | 0 | 0 | 0 | 0 | 20 |
| Age 10 | 14 | 15 | 2 | 1 | 0 | 3 | 0 | 29 |
| Age 11 | 20 | 14 | 3 | 0 | 0 | 4 | 0 | 32 |
| Age 12 | 15 | 12 | 3 | 0 | 0 | 2 | 0 | 27 |
| Age 13 | 2 | 2 | 1 | 0 | 0 | 0 | 0 | 4 |
| Total | 121 | 104 | 25 | 2 | 0 | 19 | 0 | 223 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
130.5%
| Redhill School | 130.5% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 54.6% |
|---|---|
| Male | 199.9% |
| Māori | 137.1% |
| Pacific | 103.1% |
| Asian | 133.8% |
| Other | 0% |
| European/Pākehā | 478.6% |
| Total | 130.5% |
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
9.7%
| Redhill School | 9.7% |
|---|---|
| Auckland Region | 3% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 18% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 65.5% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 9.7% |
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
9.8%
| Redhill School | 9.8% |
|---|---|
| Auckland Region | 1.4% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 18.4% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 67.2% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 9.8% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 535
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 21 May 1978
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
- 16 February 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (16 February 2024)
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 16 February 2024 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 205 — 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.
June 2016
170
Counted while ERO’s review team was at the school. Education Review Office, report of 15 August 2016
May 2013
183
Counted while ERO’s review team was at the school. Education Review Office, report of 14 June 2013
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 16 February 2024 — “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 13 months of the Education Review Office and Redhill 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
Redhill School is in Papakura and caters for learners in Years 1-8. The school’s vision is ‘ whatu (to weave) the school values, expectations and qualities within the wairua ’ (spirit of our students) through Taha tinana (physical health), Taha wairua (spiritual health), Taha whānau (family health) and Taha hinengaro (mental health) .
Redhill School ’s strategic priorities for improving outcomes for learners are:
enabling a culture of community learning
delivering a responsive curriculum with a lens on relationship-based learning
sustaining a safe and durable learning community.
You can find a copy of the school’s strategic and annual plan on Redhill School ’s website.
ERO and the school are working together to evaluate how well the school and community are working together for the improved wellbeing, progress and achievement of all ākonga .
The rationale for selecting this evaluation is:
to build on and refine strategic planning practices that realise the school’s vision and values
to strengthen stewardship processes for effective decision making and resourcing
the school has a goal for parents to be actively involved in school decision making through effective board and school community consultation.
The school expects to see:
strategic priorities and decision making informed by the perspectives of ākonga , parents, whānau and community
stewardship planning and resourcing for improved wellbeing, progress and achievement of all ākonga
strengthened learning-focused partnerships with families, whānau and community.
Strengths
The school can draw from the following strengths to support its goal to evaluate how well the school and community are working together for the improved wellbeing, progress and achievement of all ākonga .
the school implements well considered wellbeing approaches and learners express a strong sense of belonging and confidence in their identity, language and culture
teachers and leaders use relevant and useful assessment data to engage in collaborative and thoughtful evidence-informed conversations
teacher professional learning and development refines and supports teaching effectiveness and improved ākonga outcomes.
Where to next?
Moving forward, the school will prioritise:
shared understandings of stakeholder roles and responsibilities in strategic planning processes
the use of ākonga wellbeing, progress and achievement information to identify school priorities and targets
strengthening stewardship decision-making and resourcing for equitable and excellent outcomes for all ākonga .
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.
Shelley Booysen Director of Schools
16 February 2024
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).