Riverview School
Contributing · State
- Year levels
- 1–6
- Total roll
- 406
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 23 Riverview Road, Kerikeri
- Territorial authority
- Far North District
- Phone
- 09-4077277
- admin@riverview.school.nz
- Directions
- Get directions
Other schools nearby: schools in Northland
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.
- Term dates
- Term 1, 2026: Feb 2 (Mon) to April 2 (Thurs)
Term 1: Feb 2 (Mon) to April 2 (Thurs)
Year stated asRiverview School 2026 Term dates
- Term 2, 2026: April 20 (Mon) to July 3 (Fri)
Term 2: April 20 (Mon) to July 3 (Fri)
Year stated asRiverview School 2026 Term dates
- Term 3, 2026: Jul 20 (Mon) to Sept 25 (Fri)
Term 3: Jul 20 (Mon) to Sept 25 (Fri)
Year stated asRiverview School 2026 Term dates
- Term 4, 2026: Oct 12 (Mon) to Dec 14 (Mon)
Term 4: Oct 12 (Mon) to Dec 14 (Mon)
Year stated asRiverview School 2026 Term dates
- Term 1, 2026: Feb 2 (Mon) to April 2 (Thurs)
- Getting there
- Free bus service operated by the Kerikeri Schools Transport Network (KSTN) on contract to the Ministry of Education
Many of our students use the free bus service which is operated by the Kerikeri Schools Transport Network (KSTN) on contract to the Ministry of Education.
- Free bus service operated by the Kerikeri Schools Transport Network (KSTN) on contract to the Ministry of Education
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.
- In their words
- School Vision
- Growing, discovering, learning for life
- Riverview School grows confident, successful individuals who are:
- - Hooked on HEARTWISE values
- - Co-operative and community-minded
- - Creative thinkers and problem solvers
- - Motivated, lifelong learners
- - Passionate eco-warriors
- - Proud to celebrate achievements
- - Competent in literacy and numeracy
- - Discoverers of personal talents
- International students
- Not accepted, as stated
Riverview School does not have this Code of Compliance and thus cannot accept international students.
- Not accepted, as stated
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
- Future Ferns netball teams
Riverview School organises Future Ferns netball teams.
- Future Ferns netball teams
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 310
- Māori
- 96
- Pacific
- 17
- Asian
- 13
- MELAA
- 9
- 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 | 14 | 8 | 4 | 0 | 2 | 37 | 0 | 51 |
| Year 02 | 12 | 1 | 3 | 1 | 0 | 60 | 0 | 71 |
| Year 03 | 15 | 3 | 1 | 0 | 1 | 47 | 0 | 64 |
| Year 04 | 10 | 3 | 0 | 0 | 0 | 60 | 0 | 70 |
| Year 05 | 20 | 0 | 3 | 0 | 1 | 40 | 0 | 61 |
| Year 06 | 21 | 1 | 2 | 1 | 0 | 45 | 0 | 64 |
| Year 07 | 5 | 0 | 1 | 0 | 0 | 11 | 0 | 17 |
| Total | 97 | 16 | 14 | 2 | 4 | 300 | 0 | 398 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 13 | 7 | 3 | 0 | 2 | 26 | 0 | 38 |
| Age 06 | 12 | 2 | 4 | 1 | 0 | 66 | 0 | 79 |
| Age 07 | 13 | 3 | 0 | 0 | 0 | 45 | 0 | 58 |
| Age 08 | 11 | 2 | 1 | 0 | 1 | 58 | 0 | 70 |
| Age 09 | 19 | 1 | 3 | 0 | 0 | 45 | 0 | 64 |
| Age 10 | 21 | 1 | 2 | 1 | 1 | 44 | 0 | 65 |
| Age 11 | 8 | 0 | 1 | 0 | 0 | 16 | 0 | 24 |
| Total | 97 | 16 | 14 | 2 | 4 | 300 | 0 | 398 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
24.7%
| Riverview School | 24.7% |
|---|---|
| Northland Region | 52% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 11.8% |
|---|---|
| Male | 38.8% |
| Māori | 24.8% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 25.3% |
| Total | 24.7% |
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%
| Riverview School | 0% |
|---|---|
| Northland Region | 6.5% |
| 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%
| Riverview School | 0% |
|---|---|
| Northland Region | 2.7% |
| 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)
- 436
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 1 February 1988
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
- 5 February 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (7 December 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 7 December 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.
What this report states about the school
As stated in ERO’s report of 5 February 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for learners in Years 1 to 6
- Years 1 to 6
What ERO wrote in its latest report
This is ERO’s report of 5 February 2026 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School 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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the School
Riverview School provides education for learners in Years 1 to 6. The roll is 427, with 66% of learners identifying as Pākehā /New Zealand European and 22% as Māori. The school’s goals of Connections, Curriculum and Culture are supported by the HEARTWISE values of Honesty, Excellence, Aroha , Respect, Tolerance, Whānau, Inquiry, Sustainability and Effort.
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
Improvement and progress
This section is about the progress the school has made since the December 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school focused on evaluating to what extent culturally responsive practices empower Māori students to enjoy success as Māori, and to identify the impact of initiatives such as Positive Behaviour for Learning (PB4L) have on the school's culture and values.
The school expected to see increased staff capability in culturally responsive teaching, learning, and assessment practices that empower Māori students to succeed as Māori. This focus would be supported by embedding Te Tiriti o Waitangi within the localised curriculum and ensuring alignment with the local hapū (Ngāti Rēhia) Education Plan.
The school also expected to see progress and achievement outcomes improve for all students, particularly in reading, writing, and mathematics, an inclusive learning climate, and students demonstrating a strong sense of connection and belonging to the school.
Findings
The school has made good progress embedding culturally responsive practices that affirm Māori learners’ identity, language, and culture. Te Tiriti o Waitangi principles are increasingly evident in the curriculum through initiatives such as the development of a school cultural narrative, regular use of te reo Māori, and tikanga practices integrated into daily routines.
Ngāti Rēhia representation is on the Riverview School Board, and partnerships with iwi are strong and visible in curriculum planning and cultural events. Staff capability continues to grow through targeted professional learning and support from a dedicated te reo teacher.
PB4L and the HEARTWISE values are well embedded and underpin the school’s inclusive culture. Consistent expectations, restorative practices, and proactive wellbeing initiatives strengthen relational trust and student engagement. These approaches, alongside targeted academic interventions contribute to positive achievement outcomes in reading, writing, and mathematics.
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics.
How well does the school curriculum respond to all learners needs? Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in foundational skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals.
How well does school planning and conditions support ongoing improvement? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.
How well does the school include all learners and promote their engagement and wellbeing? The school reasonably promotes learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.
Student Health and Safety The school board is taking reasonable steps to ensure student health and safety.
Achievement in Years 1 to 6
This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%
Reading Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The small majority of learners attend school regularly.
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how well the school supports all learners to make sufficient progress.
The school has good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of Strength
Students express a strong sense of belonging to their school and speak confidently about their learning and wellbeing. The school’s inclusive and positive culture is evident in classrooms and across the wider environment.
Strategic leadership and a stable, committed staff set high expectations for learning, ensuring consistent and effective structured approaches to the teaching of literacy and mathematics are embedded schoolwide.
Leaders and teachers are reflective and undertake well-considered staff professional development aligned to need and growth, supported by a robust appraisal process.
Increased staff capability in data literacy across the school cultivates a strong improvement-focused culture and keen enthusiasm to collaborate effectively for learner success.
The Riverview School Board and leaders prioritise partnerships with whānau, mana whenua and the wider community, as well as networks and connections with other schools and organisations.
Community partnerships provide meaningful learning opportunities and experiences for all students and reinforce the school’s commitment to equity and excellence.
Key priorities
Improve all students’ regular attendance.
Integrate curriculum and assessment changes aligned with the requirements of the revised New Zealand Curriculum to increase and sustain student progress and achievement.
Deepen the use of internal evaluation to measure the impact of strategic priorities on student progress and achievement, with a focus on improving equity in outcomes.
Actions to bring about improvement
Within six months:
leaders review the attendance plan and engage with parents and whānau to inform further actions
leaders streamline and consolidate systems and processes for recording, tracking and monitoring students and groups of students who are underachieving
Every six months:
leaders track, monitor and review student attendance, adjust strategies as necessary and report to the Board and community
leaders and teachers engage in professional learning to further grow their knowledge and skills in delivering the requirements of the revised New Zealand Curriculum
leaders and teachers monitor and review progress and achievement of students and groups of students who are underachieving to inform ongoing planning
Annually:
the school Board and leaders review and refine initiatives to improve regular attendance and report outcomes to the community
leaders review implementation of curriculum changes for consistency and align these with the school’s strategic direction, identifying areas for improvement
leaders and teachers evaluate schoolwide systems, programmes and strategies to determine their impact on improving progress and achievement for all learners.
Expected outcomes
Improved rates of regular attendance.
Equitable and excellent outcomes for all groups of students.
Well-embedded evaluative practices that inform ongoing improvement in student outcomes.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements.
Board Assurance with Regulatory and Legislative Requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
The next public report on ERO’s website will be a School Report and is due within four 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
5 February 2026
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).