Ridgeview School
Contributing · State
- Year levels
- 1–6
- Total roll
- 50
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 1 Cutts Crescent, Paremoremo, Auckland
- Territorial authority
- Upper Harbour Local Board Area
- Phone
- 027-5935963
- office@ridgeview.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
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.
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/1433
Follow this link to enrol at Ridgeview School for 2026: [New Enrolment](https://enrolments.linc-ed.com/apply/NZ/1433)
- https://enrolments.linc-ed.com/apply/NZ/1433
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
Ridgeview School is pleased to now offer a limited number of places for international students.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 23
- Māori
- 8
- Pacific
- 10
- Asian
- 8
- MELAA
- 5
- 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 | 0 | 2 | 2 | 0 | 0 | 2 | 0 | 6 |
| Year 02 | 1 | 0 | 1 | 1 | 0 | 5 | 0 | 7 |
| Year 03 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 4 |
| Year 04 | 2 | 0 | 1 | 0 | 0 | 7 | 0 | 9 |
| Year 05 | 1 | 1 | 1 | 2 | 0 | 2 | 0 | 7 |
| Year 06 | 1 | 1 | 0 | 0 | 0 | 11 | 0 | 13 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 7 | 4 | 5 | 3 | 0 | 31 | 0 | 48 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 2 | 1 | 0 | 0 | 2 | 0 | 5 |
| Age 06 | 1 | 0 | 1 | 1 | 0 | 4 | 0 | 6 |
| Age 07 | 1 | 0 | 1 | 0 | 0 | 2 | 0 | 4 |
| Age 08 | 3 | 0 | 1 | 0 | 0 | 7 | 0 | 10 |
| Age 09 | 1 | 1 | 1 | 1 | 0 | 6 | 0 | 10 |
| Age 10 | 1 | 1 | 0 | 1 | 0 | 8 | 0 | 11 |
| Age 11 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 7 | 4 | 5 | 3 | 0 | 31 | 0 | 48 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
42.7%
| Ridgeview School | 42.7% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 69.1% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | 0% |
| European/Pākehā | 67.7% |
| Total | 42.7% |
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%
| Ridgeview 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 | Not available (source marker: "nd") |
| 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%
| Ridgeview 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 | Not available (source marker: "nd") |
| 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)
- 470
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 31 January 1969
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
- 11 August 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (11 August 2023)
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 11 August 2023 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 50 — 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.
November 2017
67
Counted while ERO’s review team was at the school. Education Review Office, report of 19 February 2018
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 11 August 2023 — “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 6 months of the Education Review Office and Ridgeview 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
Ridgeview School is a small semi-rural school situated outside the township of Albany, North Shore, catering for years 1 to 6 students. The school vision aims to create confident, connected, life-long learners who demonstrate the school values of respect ( manaakitanga ), excellence ( hiranga ) and positive relationships ( whanaungatanga ).
Ridgeview School’s strategic priorities for improving outcomes for learners are:
co-construct a local curriculum that is responsive to local community and whānau aspirations to tautoko (support) ākonga to thrive
build collaborative, reciprocal partnerships with our community
build an awareness and understanding of responding to and upholding Te Tiriti o Waitangi
improve learning outcomes for all students particularly Māori , Pacific and children with learning and behavioural needs.
You can find a copy of the school’s strategic and annual plan on Ridgeview School’s website.
ERO and the school are working together to evaluate how well the effective use of collaborative planning, assessment, analysis of learning data, and intentional teaching and learning through the local curriculum, supports authentic and meaningful progress and achievement.
The rationale for selecting this evaluation is:
to evaluate the impact of current school initiatives and practices
sound assessment information will inform and focus teaching and learning
a responsive localised curriculum with whānau aspirations will enable the personalisation of learning
authentic learning will improve the learning outcomes for all ākonga .
The school expects to see teachers planning collaboratively with intentional teaching and learning approaches that provide personalised learning for ākonga . The school aims to involve ākonga and whānau in learning that is meaningful to their histories and culture and inspires further curiosity and self-regulation.
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate how well the effective use of collaborative planning and assessment, shared access to and analysis of learning data, and intentional teaching and learning through the local curriculum, supports authentic and meaningful progress and achievement:
ākonga progress and achievement are becoming more equitable and all ākonga including those with diverse learning needs are tracked and supported
foundation learning areas of the curriculum, including oral language, reading and writing, mathematics and science enhance learners’ access to the broad curriculum within a meaningful design
learner wellbeing and safety and an inclusive learning culture are well promoted
teachers work collaboratively, sharing their strengths and passions, to improve the impact of teaching on the learning and achievement of all ākonga .
Where to next?
Moving forward, the school will prioritise:
develop and implement a meaningful Inquiry Model that can be used in all curriculum areas to enhance learning
plan and implement a curriculum that encourages and enables students to personalise and co-construct their own learning in a supportive learning community
ensure a culture of inclusivity and personalised learning to recognise and respect the diversity within our school
use our collaborative strengths to further develop and enhance our local curriculum and ākonga achievement.
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
11 August 2023
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).