Wellsford School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 306
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 47 School Road, Wellsford
- Territorial authority
- Rodney Local Board Area
- Phone
- 09-4238042
- info@wellsford.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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 202
- Māori
- 96
- Pacific
- 27
- Asian
- 30
- MELAA
- 2
- 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 | 5 | 1 | 6 | 2 | 0 | 28 | 0 | 34 |
| Year 02 | 17 | 7 | 8 | 0 | 1 | 26 | 0 | 46 |
| Year 03 | 11 | 6 | 2 | 1 | 0 | 28 | 0 | 42 |
| Year 04 | 16 | 4 | 3 | 0 | 0 | 26 | 0 | 41 |
| Year 05 | 18 | 3 | 4 | 0 | 1 | 28 | 0 | 44 |
| Year 06 | 17 | 5 | 5 | 1 | 0 | 28 | 0 | 41 |
| Year 07 | 16 | 6 | 5 | 0 | 0 | 29 | 0 | 41 |
| Year 08 | 11 | 3 | 2 | 1 | 0 | 23 | 0 | 32 |
| Total | 111 | 35 | 35 | 5 | 2 | 216 | 0 | 321 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 1 | 5 | 2 | 0 | 29 | 0 | 33 |
| Age 06 | 14 | 4 | 6 | 0 | 1 | 24 | 0 | 39 |
| Age 07 | 14 | 9 | 5 | 1 | 0 | 30 | 0 | 51 |
| Age 08 | 18 | 4 | 2 | 0 | 0 | 27 | 0 | 41 |
| Age 09 | 15 | 2 | 3 | 0 | 1 | 26 | 0 | 39 |
| Age 10 | 18 | 6 | 7 | 1 | 0 | 27 | 0 | 44 |
| Age 11 | 15 | 6 | 3 | 0 | 0 | 26 | 0 | 35 |
| Age 12 | 8 | 3 | 2 | 1 | 0 | 20 | 0 | 28 |
| Age 13 | 5 | 0 | 2 | 0 | 0 | 7 | 0 | 11 |
| Total | 111 | 35 | 35 | 5 | 2 | 216 | 0 | 321 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
201%
| Wellsford School | 201% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 92.5% |
|---|---|
| Male | 298.2% |
| Māori | 233.5% |
| Pacific | 195.1% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 180.2% |
| Total | 201% |
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
50.7%
| Wellsford School | 50.7% |
|---|---|
| Auckland Region | 3% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 13.2% |
|---|---|
| Male | 85.4% |
| Māori | 15.9% |
| Pacific | 59.5% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 70.8% |
| Total | 50.7% |
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
25.8%
| Wellsford School | 25.8% |
|---|---|
| Auckland Region | 1.4% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 13.6% |
|---|---|
| Male | 36.9% |
| Māori | 16.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 36% |
| Total | 25.8% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 484
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 31 March 1875
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
- 10 October 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 10 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for students in years 1 to 8
- Years 1 to 8
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 306 — 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 2018
391
Counted while ERO’s review team was at the school. Education Review Office, report of 29 June 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 10 October 2025 — “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
Wellsford School provides education for students in years 1 to 8. The school has 371 students, of which Pakeha | New Zealand makes up the largest proportion of all learners. 36% of students identify as Māori , 13% identify as Pacific, 7% identify as Asian, and 2% identify as Other. The school’s vision is Together, we embrace challenges, grow strong, and support each other to reach new heights and its values are Growing Together, Respect, Resilience and Kindness.
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
An explanation of the terms used in the Parent Summary can be found here: Reporting | Education Review Office
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? The school is working towards high levels of success and progress for all learners.
What is the quality of teaching and learning? Learners benefit from good 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 an increasingly consistent focus on supporting learners to gain 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.
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 is improving its reporting 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 0 to 8
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 small 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 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 schools 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 reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information 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 and is likely to meet them by 2030.
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
Leaders and teachers establish structured literacy and mathematics programmes throughout the school, maintaining a consistent focus on all learners achieving strong foundational skills.
The school values foster an inclusive and positive culture, ensuring learners feel safe and develop a strong sense of belonging.
Staff throughout the school collaborate and reflect on their practice, embedding a strong culture of growth and improvement.
The leadership team provides clear direction and sets high expectations across all aspects of the school, promoting positive learning experiences and well-being outcomes for learners.
Leaders create opportunities for staff to build professional capability and capacity, aligning with the school’s strategic direction.
Staff establish genuine and well-developed partnerships with whānau and the wider community, supporting effective teaching and learning programmes.
Key priorities
Strengthen the interventions and initiatives aimed at raising the attendance rates of learners.
Implement an assessment and moderation process to accurately report on learner progress and achievement.
Embed the school’s Te Maunga values in the curriculum to enhance teaching and learning programmes and improve learner outcomes.
Evaluate the impact of programmes and initiatives on learner achievement and wellbeing outcomes.
Actions to bring about improvement
Within six months:
leaders and teachers review and refine strategies to improve regular attendance of learners
leaders will review assessment and reporting processes to ensure clarity for teachers, learners and parents
Every six month s :
leaders track and monitor attendance information, identify what is working well and adjust strategies to enable ongoing improvement
leaders analyse and monitor learner progress and achievement in reading, writing and mathematics to inform next steps in teaching and learning
leaders evaluate programmes and initiatives that promote learner achievement and wellbeing outcomes, in particular in writing and for learners at risk of not achieving
Annually :
leaders evaluate the impact of strategies to improve regular attendance and report them to the School Board
leaders and the Board consult whānau and community to inform ongoing improvements
leaders and the Board evaluate the impact of initiatives to accelerate learner progress, particularly in writing and for learners at risk of not achieving and use the information to inform next steps.
Expected outcomes
Learner achievement and attendance improve.
Effective processes for gathering assessment information to inform teaching practice are embedded across the school.
A responsive curriculum that promotes learner achievement and wellbeing and meets the needs of 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
10 October 2025
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).