View Road School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 185
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- View Road, Waiuku
- Territorial authority
- Franklin Local Board Area
- Phone
- 09-2358266
- admin@viewroad.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 91
- Māori
- 119
- Pacific
- 43
- Asian
- 15
- MELAA
- 4
- 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 | 12 | 2 | 0 | 0 | 0 | 10 | 0 | 17 |
| Year 02 | 17 | 7 | 3 | 1 | 0 | 13 | 0 | 26 |
| Year 03 | 13 | 6 | 0 | 1 | 0 | 3 | 0 | 18 |
| Year 04 | 17 | 4 | 3 | 0 | 0 | 11 | 0 | 31 |
| Year 05 | 6 | 5 | 2 | 0 | 0 | 8 | 0 | 17 |
| Year 06 | 13 | 1 | 2 | 0 | 0 | 8 | 0 | 20 |
| Year 07 | 13 | 3 | 2 | 1 | 0 | 4 | 0 | 21 |
| Year 08 | 13 | 1 | 1 | 0 | 0 | 12 | 0 | 23 |
| Total | 104 | 29 | 13 | 3 | 0 | 69 | 0 | 173 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 12 | 2 | 0 | 0 | 0 | 10 | 0 | 17 |
| Age 06 | 17 | 7 | 3 | 1 | 0 | 13 | 0 | 26 |
| Age 07 | 14 | 6 | 0 | 1 | 0 | 4 | 0 | 19 |
| Age 08 | 16 | 5 | 3 | 0 | 0 | 10 | 0 | 31 |
| Age 09 | 6 | 4 | 2 | 0 | 0 | 8 | 0 | 16 |
| Age 10 | 13 | 1 | 2 | 0 | 0 | 8 | 0 | 20 |
| Age 11 | 13 | 3 | 2 | 1 | 0 | 3 | 0 | 20 |
| Age 12 | 11 | 1 | 1 | 0 | 0 | 11 | 0 | 20 |
| Age 13 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 4 |
| Total | 104 | 29 | 13 | 3 | 0 | 69 | 0 | 173 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
7.6%
| View Road School | 7.6% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 15.9% |
| Māori | 12.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 7.6% |
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%
| View Road School | 0% |
|---|---|
| Auckland Region | 3% |
| Full Primary | 3.9% |
| 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%
| View Road School | 0% |
|---|---|
| Auckland Region | 1.4% |
| Full Primary | 1.7% |
| 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)
- 524
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small 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
- 3
- Last reviewed
- 23 January 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (23 January 2025)
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 23 January 2025 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 185 — 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 2018
157
Counted while ERO’s review team was at the school. Education Review Office, report of 28 February 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 23 January 2025 — “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
View Road School is in Waiuku and works in partnership with Ngāti Te Ata Waiohua as mana whenua . The school provides education for learners in Years 1 to 8. It also has a technology unit that services all Year 7 and 8 students in the Waiuku area. The school promotes the values of ‘displaying passion for learning, respecting people, place and property, leading with integrity, celebrating diversity and aspiring for personal greatness’.
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 /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
The school is working towards improving outcomes for learners.
Less than half of all learners are at the expected level of achievement for reading, writing and mathematics.
Improving Māori learners’ achievement remains an ongoing focus for the school, targeted interventions are in place to reduce disparity for groups of learners below expected curriculum levels.
Most students attend school regularly; the school has not yet met the Ministry of Education target for regular school attendance.
Conditions to support learner success
Leadership is increasingly using targeted interventions to improve student outcomes.
Schoolwide systems and processes monitor the success of differentiated strategies to support at risk learners.
Leaders work collaboratively with learning support agencies to provide support programmes that improve student outcome.
School values are embedded into the day-to-day running of the school and student wellbeing is an integral part of the school culture.
Teachers create positive and respectful learning environments that promote student engagement.
Relational and affirming teaching practices, alongside well-established learning routines and expectations support learner engagement.
The structured literacy approach is gaining traction over time and leading to improved levels of student progress.
Increased wellbeing initiatives foster emotional intelligence and self-management as a foundation for learning.
Students’ culture, language and identity are highly valued and promoted schoolwide.
The school curriculum’s vision, values and tikanga are grounded in the principles of Te Tiriti o Waitangi , and reflect the building of connections with Ngāti Ta Ata Waiohua , as mana whenua .
Staff professional development for teachers supports the implementation of a localised curriculum that promotes te reo Māori, tikanga and mātauranga Māori .
The school works with community organisations to ensure a wide range of curriculum opportunities are available for all learners.
Part B: Where to next?
The agreed next steps for the school are to:
use data, including entry data from other schools, to identify target students to better guide teaching and learning programmes for students who need support
strengthen assessment practices through moderation, to strengthen schoolwide consistency in teaching and learning expectations for students
further embed structured literacy practices to improve teacher practice and lift students’ progress and achievement outcomes
continue to focus on improving regular attendance of all students by strengthening the targeting of attendance initiatives, including students not meeting the Ministry of Education attendance targets.
In three months:
analyse target students’ progress and achievement, successes and areas for ongoing improvement to inform personalise learning and individual goal setting
review schoolwide assessment systems to identify target areas for teacher professional development in moderation practices to support students to successfully transition from year to year
further implement structured literacy through ongoing staff professional development
scrutinise attendance data to identify successful attendance initiatives, to make informed decisions for future resourcing and initiatives to support increased attendance
Every six months:
monitor target students’ progress and achievement and continue to personalise learning and individual goal setting to identify strategies that improve and accelerates learning
continue to strengthen schoolwide assessment systems including moderation through teacher professional development to better inform teaching practices
continue to develop and embed structured literacy through ongoing staff professional development
analyse and report weekly and termly attendance to measure the impact of attendance initiatives, including strengthening partnership with whānau and community organisations
Annually:
review the progress of target students and the impact of interventions as they transition year groups to inform teaching and learning programme design and planning
review of schoolwide assessment for learning practices and impact on student outcomes across all year levels to further strengthen collaborative moderation processes
review impact of structured literacy on student outcomes and identify future next steps and further embedding of practice needed
report attendance analysis for the year and identify initiatives that have the biggest impact on increasing student attendance.
Actions taken against these next steps are expected to result in:
improved student outcomes by addressing gaps early and consistently support individual progress and accelerate learning
moderation supports more consistent teaching practices that better aligns assessment with personalised next steps and learning goals
consistency in embedding a structured literacy approach to increase students’ academic achievement and fosters long-term literacy knowledge and skills of all learners
increased regular attendance levels that enables improved student learning opportunities and outcomes.
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
23 January 2025
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).