Rosehill School
Specialist School · State
- Year levels
- not reported
- Total roll
- 343
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 48-52 Rosehill Drive, Papakura
- Territorial authority
- Papakura Local Board Area
- Phone
- 09-2984569
- office@rosehill.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.
- Term dates
- Term 1, 2026: Tues 3 Feb – Thurs 2 Apr
| Term 1 | Tues 3 Feb | Thurs 2 Apr |
Year stated as2026 Term Dates
- Term 2, 2026: Mon 20 Apr – Fri 3 Jul
| Term 2 | Mon 20 Apr | Fri 3 Jul |
Year stated as2026 Term Dates
- Term 3, 2026: Mon 20 Jul – Fri 25 Sept
| Term 3 | Mon 20 Jul | Fri 25 Sept |
Year stated as2026 Term Dates
- Term 4, 2026: Mon 12 Oct – Thurs 17 Dec
| Term 4 | Mon 12 Oct | Thurs 17 Dec |
Year stated as2026 Term Dates
- Term 1, 2027: Wed 3 Feb – Fri 9 Apr
| Term 1 | Wed 3 Feb | Fri 9 Apr |
Year stated as2027 Term dates
- Term 2, 2027: Tues 27 Apr – Fri 2 Jul
| Term 2 | Tues 27 Apr | Fri 2 Jul |
Year stated as2027 Term dates
- Term 3, 2027: Mon 19 Jul – Fri 24 Sept
| Term 3 | Mon 19 Jul | Fri 24 Sept |
Year stated as2027 Term dates
- Term 4, 2027: Mon 11 Oct – Wed 15 Dec
| Term 4 | Mon 11 Oct | Wed 15 Dec |
Year stated as2027 Term dates
- Term 1, 2026: Tues 3 Feb – Thurs 2 Apr
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 71
- Māori
- 123
- Pacific
- 175
- Asian
- 76
- MELAA
- 8
- Other
- 1
- 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 | 4 | 6 | 10 | 1 | 0 | 4 | 0 | 19 |
| Year 02 | 9 | 10 | 5 | 0 | 0 | 6 | 0 | 19 |
| Year 03 | 12 | 16 | 5 | 0 | 0 | 9 | 0 | 29 |
| Year 04 | 14 | 14 | 10 | 2 | 0 | 12 | 0 | 40 |
| Year 05 | 11 | 17 | 6 | 1 | 0 | 5 | 0 | 27 |
| Year 06 | 13 | 19 | 7 | 0 | 2 | 6 | 0 | 32 |
| Year 07 | 5 | 12 | 7 | 0 | 0 | 1 | 0 | 22 |
| Year 08 | 5 | 13 | 3 | 0 | 0 | 3 | 0 | 18 |
| Year 09 | 8 | 6 | 4 | 0 | 0 | 2 | 0 | 17 |
| Year 10 | 5 | 7 | 5 | 0 | 0 | 2 | 0 | 17 |
| Year 11 | 7 | 5 | 3 | 0 | 0 | 3 | 0 | 13 |
| Year 12 | 7 | 4 | 3 | 0 | 0 | 4 | 0 | 13 |
| Year 13+ | 28 | 21 | 12 | 3 | 0 | 15 | 0 | 69 |
| Total | 128 | 150 | 80 | 7 | 2 | 72 | 0 | 335 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 5 | 9 | 0 | 0 | 4 | 0 | 17 |
| Age 06 | 9 | 10 | 5 | 1 | 0 | 6 | 0 | 20 |
| Age 07 | 8 | 13 | 3 | 0 | 0 | 5 | 0 | 21 |
| Age 08 | 12 | 13 | 9 | 2 | 0 | 14 | 0 | 34 |
| Age 09 | 13 | 16 | 7 | 0 | 0 | 5 | 0 | 32 |
| Age 10 | 15 | 19 | 8 | 1 | 1 | 5 | 0 | 34 |
| Age 11 | 9 | 18 | 8 | 0 | 1 | 6 | 0 | 32 |
| Age 12 | 6 | 13 | 4 | 0 | 0 | 1 | 0 | 19 |
| Age 13 | 5 | 7 | 4 | 0 | 0 | 2 | 0 | 15 |
| Age 14 | 5 | 5 | 5 | 0 | 0 | 3 | 0 | 16 |
| Age 15 | 8 | 7 | 3 | 0 | 0 | 4 | 0 | 16 |
| Age 16 | 7 | 4 | 4 | 0 | 0 | 3 | 0 | 14 |
| Age 17 | 9 | 7 | 2 | 0 | 0 | 3 | 0 | 16 |
| Age 18 | 3 | 6 | 4 | 2 | 0 | 1 | 0 | 14 |
| Age 19+ | 15 | 7 | 5 | 1 | 0 | 10 | 0 | 35 |
| Total | 128 | 150 | 80 | 7 | 2 | 72 | 0 | 335 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
0%
| Rosehill School | 0% |
|---|---|
| Auckland Region | 90.1% |
| Specialist School | 12.7% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 1 data (2023-2025)
Percentage with NCEA level 2 or above — 2025
0%
| Rosehill School | 0% |
|---|---|
| Auckland Region | 85.3% |
| Specialist School | 8% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 2 data (2023-2025)
Percentage with NCEA level 3 or above — 2025
0%
| Rosehill School | 0% |
|---|---|
| Auckland Region | 71.7% |
| Specialist School | 1.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
0%
| Rosehill School | 0% |
|---|---|
| Auckland Region | 14.6% |
| Specialist School | 0.7% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison Vocational Pathway data (2023-2025)
Retention
Percentage staying until at least 17th birthday — 2025
90%
| Rosehill School | 90% |
|---|---|
| Auckland Region | 88.9% |
| Specialist School | 79.1% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 100% |
|---|---|
| Male | 86.7% |
| Māori | 85.7% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 83.3% |
| Total | 90% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Rosehill School | 0% |
|---|---|
| Auckland Region | 29.7% |
| Specialist School | 24.1% |
| 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
4.4%
| Rosehill School | 4.4% |
|---|---|
| Auckland Region | 3% |
| Specialist School | 3.4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 7% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 21.3% |
| Total | 4.4% |
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%
| Rosehill School | 0% |
|---|---|
| Auckland Region | 1.4% |
| Specialist School | 1.8% |
| 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)
- 507
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 16 November 1858
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
- 4 April 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (4 April 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 4 April 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 343 — 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 2017
224
Counted while ERO’s review team was at the school. Education Review Office, report of 30 June 2017
November 2013
169
Counted while ERO’s review team was at the school. Education Review Office, report of 10 March 2014
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 4 April 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 6 months of the Education Review Office and Rosehill 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
This report is part of a nationally coordinated evaluation of 27 day specialist schools during the second half of 2023. This included the development of day specialist school evaluation indicators by ERO with significant input from principals, staff and the Special Education Principals’ Association of New Zealand (SEPAnz).
Context
Rosehill School is a large multi-cultural day specialist school for learners aged 5 to 21 years. All students have Ongoing Resourcing Scheme (ORS) funding. Students come to the school from the surroundings areas of Rosehill, Papakura , Takanini and Manurewa in South Auckland. This includes the base school, satellite classes located in 13 host schools and a transition unit for ākonga aged 18 to 21 years. Forty percent of the students identify as Māori and over half of all students have a diagnosis of autism.
A specialist therapy team provides transdisciplinary support for students’ wellbeing and access to their learning. A specialist outreach teacher service team based in the school works with ORS funded students enrolled in local schools.
The school continues to navigate and manage roll growth pressures along with the employment and property demands associated with this.
The school’s vision is to create inspiring pathways for real life success - he waihanga ara whakahihiri , kia angitu ai . As learners move up through the school, staff work to ensure they learn the skills and attitudes they need to be successful at home, at school and in the community. All students progress within The New Zealand Curriculum with the aim that they will be successful when they leave the school.
Rosehill School ’s strategic priorities for improving outcomes for learners are:
to develop a Rosehill curriculum that inspires active learning, cultural confidence and promotes personalised pathways
through powerful practices, grow staff who are confident in applying specialist teaching approaches to meet the individual learning and developmental needs of all ākonga
embed a Rosehill hauora model that grows ākonga who will actively contribute to their own health and wellbeing.
You can find a copy of the school’s strategic and annual plan on Rosehill School ’s website.
ERO and the school are working together to evaluate how effectively the local curriculum is inspiring active learning and cultural confidence in all ākonga .
The rationale for selecting this evaluation is:
the need to develop a school curriculum that enacts the school vision and reflects the diversity of ākonga
to ensure all staff will be supported to have a common understanding of specialist teaching practice so it is visible across the school.
The school expects to see an embedded authentic local curriculum aligned with effective teaching practices so that all ākonga can live successful lives.
Strengths
The school can draw from the following strengths to support the school in its goal to develop a local curriculum and building a common understanding of specialist teaching practices.
Clear systems that show how the majority of students achieve their personal learning goals and the positive impact of a transdisciplinary approach.
Comprehensive school systems to track, monitor and report students’ progress and achievements and its reporting to parents, whānau and the board.
Strong and collaborative leadership across the school directly contributes to staff developing high levels of expertise in a wide range of specialist pedagogical approaches.
Strong teamwork demonstrated by leaders, teachers, therapists and all staff to work collaboratively to ensure that whānau are welcomed and have a sense of belonging.
A coherent approach to progressing schoolwide strategic initiatives focused on improving student outcomes and this is visible in the classrooms and learning spaces.
Highly skilled multi-disciplinary teams that promote wellbeing and access to learning.
Capable and cohesive school board that actively supports the successful implementation of the school’s vision, values and strategic direction for student outcomes.
Where to next?
Moving forward, the school will prioritise:
continuing to evaluate and improve the effectiveness of the school’s local curriculum
developing school facilities and property to meet the needs of a growing student community
strengthening connections with local iwi and the school’s multicultural communities.
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
4 April 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).