Waterview School
Contributing · State
- Year levels
- 1–6
- Total roll
- 255
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 10 Herdman Street, Waterview, Auckland
- Territorial authority
- Albert-Eden Local Board Area
- Phone
- 09-8287227
- admin@waterview.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.
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/1563
To enroll your child at Waterview School, please click on the link to complete an [online application.](https://enrolments.linc-ed.com/apply/NZ/1563)
- https://enrolments.linc-ed.com/apply/NZ/1563
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
- Growing as Learners Together
- To FOSTER, to LEARN, to NURTURE, to enable full potential
- Maimoatia, akonatia, raupita, kia hia aka he pitomata
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 85
- Māori
- 36
- Pacific
- 72
- Asian
- 64
- MELAA
- 39
- 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 | 6 | 14 | 18 | 6 | 1 | 21 | 0 | 54 |
| Year 02 | 2 | 9 | 12 | 7 | 0 | 14 | 0 | 40 |
| Year 03 | 10 | 18 | 12 | 5 | 2 | 15 | 0 | 47 |
| Year 04 | 3 | 9 | 8 | 8 | 0 | 14 | 0 | 36 |
| Year 05 | 10 | 18 | 4 | 4 | 0 | 16 | 0 | 41 |
| Year 06 | 6 | 17 | 8 | 2 | 0 | 18 | 0 | 46 |
| Year 07 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 37 | 86 | 62 | 32 | 3 | 98 | 0 | 265 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 13 | 15 | 6 | 0 | 21 | 0 | 49 |
| Age 06 | 2 | 8 | 12 | 7 | 1 | 13 | 0 | 39 |
| Age 07 | 9 | 18 | 12 | 5 | 2 | 16 | 0 | 48 |
| Age 08 | 4 | 9 | 11 | 6 | 0 | 13 | 0 | 37 |
| Age 09 | 9 | 13 | 4 | 6 | 0 | 15 | 0 | 37 |
| Age 10 | 7 | 23 | 7 | 2 | 0 | 20 | 0 | 52 |
| Age 11 | 0 | 2 | 1 | 0 | 0 | 0 | 0 | 3 |
| Total | 37 | 86 | 62 | 32 | 3 | 98 | 0 | 265 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
10.1%
| Waterview School | 10.1% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 19.2% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 53% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 10.1% |
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%
| Waterview 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%
| Waterview 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)
- 443
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 1950
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
- 3 February 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (16 January 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 16 January 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.
What this report states about the school
As stated in ERO’s report of 3 February 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
approximately 300 learners in Years 1 to 6
- Years 1 to 6
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 255 — 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.
September 2017
305
Counted while ERO’s review team was at the school. Education Review Office, report of 9 November 2017
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 3 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
Waterview School provides education for approximately 300 learners in Years 1 to 6. The school’s community is diverse with 27% of learners of Pacific descent and 14% identifying as Māori.
The school’s vision of Growing as Learners Together is supported by four core values of Successful | Angitu , Responsible | Kawenga , Friendly | Whakahoahoa and Respectful | Whakaute .
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 January 2023 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school focused on evaluating how well culturally responsive practice supports the wellbeing of all learners and raises their achievement.
The school expected to see learners develop a strong sense of their cultural identity that supports their engagement and active participation. The school also expected to see staff consistently using culturally responsive teaching practices to create an inclusive environment where all students achieve and experience success in the learning process.
Findings
The school has made significant progress with this focus. Ongoing consultation with whānau, staff and learners has informed the development of seven principles of Culturally Responsive Practice (CRP). Learner voice has been central, providing the narrative to unpack each principle. Effective professional learning and targeted readings support staff understanding and implementation. The principles are embedded in teacher planning and visible across the school. Learner voice shows that students are valued for who they are and have a strong sense of belonging. Ongoing review and reflection continue to strengthen how the individual principles of CRP are enacted across the school.
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 sufficient 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 successfully 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 A large majority of 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 becoming more equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are not yet 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 behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is 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
Positive, empowering relationships between learners and teachers foster a strong sense of belonging, wellbeing and self-belief. Students are well supported to be active participants in their learning and speak confidently about their learning goals.
Learners requiring additional support are promptly identified, with targeted interventions implemented to address needs and reduce barriers to learning.
A strategic, experienced and responsive leadership team ensure school planning and conditions support high expectations for all learners.
A highly collaborative culture among all staff drives rich, reflective conversations about teaching and learning outcomes.
Professional learning is well aligned to school priorities and effectively supports teacher capability and practice.
Ongoing consultation and effective communication with whānau build strong, reciprocal and trusting partnerships that enable shared decision-making and reflect community aspirations.
Structured literacy is embedded in the junior school and is being implemented in Years 4 to 6. Implementation of the refreshed mathematics and English curriculum is well underway across the school.
The school’s strategic focus on improving attendance positively impacts regular student attendance. Regular attendance has significantly improved since the last ERO review.
Key priorities
Improve equitable achievement outcomes for all learners with a particular focus on mathematics.
Embed schoolwide internal evaluation systems to guide strategic decisions and drive continuous improvement.
Further improve regular attendance for all learners.
Actions to bring about improvement
Within three months:
leaders design a schoolwide approach to evaluation, formalising existing practices
leaders and teachers identify groups of learners who are at risk of underachieving and plan targeted actions at school, team and classroom levels
leaders and the Board review existing attendance initiatives and plan next steps
Every six months:
leaders and teaching staff engage in professional learning to further grow their knowledge and skills in delivering the refreshed literacy and mathematics curriculum
leaders and teachers use student progress and achievement data to evaluate the effectiveness of initiatives to accelerate progress, adjusting these where needed
leaders monitor attendance trends and outcomes, planning next steps to respond to evidence
Annually:
leaders report on achievement and attendance information to the Board, sharing next steps and emerging priorities with the school community
leaders review and refine schoolwide evaluation systems in consultation with staff.
Expected outcomes
Increasingly equitable and excellent outcomes for all learners.
Embedded schoolwide evaluation systems driving continuous improvement in learner outcomes.
Improved rates of regular attendance for all learners.
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
3 February 2026
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).