Richmond Road School
Contributing · State
- Year levels
- 1–6
- Total roll
- 285
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 113 Richmond Road, Ponsonby, Auckland
- Territorial authority
- Waitematā Local Board Area
- Phone
- 09-376 1091
- office@richmondroad.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.
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.
- Voluntary donation
- $390 for one child, $340 for a 2nd child, $250 for a 3rd child, 2026
| Families Years 1-6 | One Child $390 | 2nd Child $340 | 3rd Child $250 |
- $390 for one child, $340 for a 2nd child, $250 for a 3rd child, 2026
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
- Netball
Netball RRS has entered teams in the Windmill Park netball competition for the past few years.
- Netball
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 166
- Māori
- 72
- Pacific
- 110
- Asian
- 25
- MELAA
- 12
- Other
- 5
- 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 | 15 | 16 | 3 | 2 | 0 | 23 | 0 | 44 |
| Year 02 | 13 | 15 | 10 | 4 | 0 | 27 | 0 | 47 |
| Year 03 | 7 | 28 | 5 | 0 | 0 | 21 | 0 | 44 |
| Year 04 | 12 | 9 | 5 | 0 | 0 | 27 | 0 | 48 |
| Year 05 | 11 | 17 | 1 | 1 | 0 | 22 | 0 | 47 |
| Year 06 | 5 | 14 | 5 | 0 | 0 | 29 | 0 | 49 |
| Year 07 | 1 | 2 | 0 | 0 | 0 | 2 | 0 | 5 |
| Total | 64 | 101 | 29 | 7 | 0 | 151 | 0 | 284 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 15 | 16 | 4 | 2 | 0 | 23 | 0 | 45 |
| Age 06 | 13 | 15 | 9 | 4 | 0 | 26 | 0 | 45 |
| Age 07 | 7 | 28 | 5 | 0 | 0 | 22 | 0 | 45 |
| Age 08 | 12 | 9 | 5 | 0 | 0 | 28 | 0 | 49 |
| Age 09 | 11 | 17 | 1 | 1 | 0 | 23 | 0 | 48 |
| Age 10 | 5 | 15 | 5 | 0 | 0 | 27 | 0 | 48 |
| Age 11 | 1 | 1 | 0 | 0 | 0 | 2 | 0 | 4 |
| Total | 64 | 101 | 29 | 7 | 0 | 151 | 0 | 284 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Richmond Road School | 0% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Richmond Road 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%
| Richmond Road 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)
- 403
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori or a Pacific language
- Urban / rural
- Major urban area
- Date opened
- 31 January 1884
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
- 3
- Last reviewed
- 12 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (12 December 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 same report — the board assurance report of 12 December 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO has identified the following areas of non-compliance during the board assurance process:
adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community. [Education and Training Act 2020 Section 91]
The board has since not yet addressed the areas of non-compliance identified.
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 285 — 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 2019
323
Counted while ERO’s review team was at the school. Education Review Office, report of 10 September 2019
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 12 December 2024 — “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
Richmond Road School is in central Auckland and provides education for a diverse community of learners in Years 1 to 6. The school consists of four rōpū : Te Whānau Whāriki ( Rumaki Māori ), Kiwi Connection (English medium unit), Mua i Malae (Samoan bilingual unit), and L’Archipel (French bilingual unit). The school's mission to grow together and celebrate learners' unique identities is underpinned by the values of bravery and resilience, compassion and empathy, diversity and inclusiveness, and respect for all.
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 and 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 most learners are increasingly equitable and excellent.
Whole school data shows that most learners across the school achieve at or above the expected curriculum level in reading and mathematics and the majority of learners in writing.
Learners with additional needs progress and improved outcomes are evident; interventions are effectively identified and tailored to support their learning.
Bilingual and immersion pathways contribute to learners having a positive sense of belonging and pride in their school which supports their wellbeing and engagement with learning.
The school works closely with its community to support regular attendance; the majority of students attend regularly but the school is not yet meeting the Ministry of Education target.
Conditions to support learner success
School leadership is continuing to build a culture of collaboration across the school community.
A new senior leadership model is building the leadership capabilities of the rōpū team leaders to set and pursue improvement-focused goals and targets across the school.
Leaders value and nurture a professional culture committed to high quality teaching, professional growth and development that supports ongoing improvement in teaching and learning.
Leaders are strengthening relational trust and effective collaboration within the school, local school networks and the wider community, to achieve the school’s strategic vision and improvement goals.
Curriculum and teaching practices are responsive to learners’ needs, interests and cultural identities.
The different curriculum pathways offered effectively promote learner engagement and outcomes by enabling learners to see themselves and understand that their identity and culture are valued.
Well-aligned professional learning builds the capability of teachers to implement evidence-based and responsive strategies that improve outcomes for learners.
Teachers increasingly integrate quality te reo Māori, tikanga Māori and mātauranga Māori learning opportunities throughout the curriculum.
Increasingly well-aligned systems, structures and practices enable success and improvement over time.
The board effectively uses information and data to make decisions for resourcing that promotes improved student learning; it is working towards a co-governance model which will embed partnerships and processes for shared decision-making.
Parents and whānau are provided and positively engage in a wide range of opportunities to be actively involved in their children’s learning.
Learner wellbeing is promoted through respectful relationships and well-established restorative practices.
Rumaki Outcomes and Conditions to Support Learner Success
Tamariki success and wellbeing
Tamariki are engaging in a meaningful curriculum that develops confidence in mātauranga Māori .
Data reflects that most tamariki are progressing towards their expected curriculum level.
Tamariki confidently converse in te reo Māori .
Collaborative relationships with parents and whānau support tamariki learning outside the classroom.
Conditions to support tamariki success
Te Marautanga o Aotearoa guides teaching and learning practices that recognise the cultural needs of Te Whānau Whāriki .
Consistent routines and clear expectations create calm, focused learning environments.
Leadership encourages professional learning opportunities to support teaching through the provision of te reo Māori .
Whānau are valued learning partners.
Part B: Where to next?
The agreed next steps for the school are to:
build teachers’ evaluative capability across all learning areas to collect and analyse assessment data that measures learning outcomes and informs their teaching practice to accelerate learner achievement
continue to implement a range of strategies to support learners to take ownership of their learning, progress and achievement
continue to focus on improving regular attendance rates for all students to meet Ministry of Education targets
continue to develop the marau-ā-kura based around Ngati Whātua strategic plan, specific to the surrounding tribes, kōrero tuku iho and in consultation with mana whenua .
The agreed actions for the next improvement cycle and timeframes are as follows:
Within six months:
continue to engage with mana whenua and Kahui Ako to complete draft development of marau-ā-kura
trial and monitor the draft marau-ā-kura for improvement.
Every six months:
continue to analyse and monitor learner progress, achievement and attendance information to inform and adapt teaching and learning
further build teacher data literacy and embed the use of appropriate assessment practices
implement strategies to support learners to reflect on their learning and monitor their strengths and next steps for improvement.
Annually:
using learner progress and achievement data and a range of other sources, evaluate the effectiveness of strategies to improve learning, attendance and engagement, and report the outcomes to the board to inform improvement planning
review the impact of professional development and the use of data to inform teaching and learning programmes to improve student outcomes
monitor and evaluate the implementation and impact of marau-ā-kura in Te Whānau Whāriki .
Actions taken against these next steps are expected to result in:
improved progress, achievement, engagement and attendance for all learners
robust and valid assessments used confidently across the school to inform teaching and learning
learners able to reflect on their learning and monitor their strengths and next steps for improvement
the development and implementation of marau-ā-kura in Te Whānau Whāriki .
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
Shelley Booysen Director of Schools
12 December 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 3 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).