West Harbour School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 496
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Oriel Avenue, West Harbour, Auckland
- Territorial authority
- Henderson-Massey Local Board Area
- Phone
- 09-4167105
- admin@westharbour.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.
- Uniform
- Required
At West Harbour School we have a uniform requirement.
- Required
- Where to buy the uniform
- https://westharbour.nzuniforms.com/
You can purchase the tops from [NZ Uniforms](https://westharbour.nzuniforms.com/).
- https://westharbour.nzuniforms.com/
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 149
- Māori
- 162
- Pacific
- 184
- Asian
- 88
- MELAA
- 36
- 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 | 24 | 23 | 11 | 5 | 2 | 18 | 0 | 59 |
| Year 02 | 21 | 28 | 13 | 4 | 0 | 22 | 0 | 64 |
| Year 03 | 23 | 25 | 12 | 6 | 0 | 12 | 0 | 61 |
| Year 04 | 18 | 21 | 16 | 7 | 0 | 21 | 0 | 70 |
| Year 05 | 26 | 23 | 6 | 4 | 0 | 28 | 0 | 65 |
| Year 06 | 15 | 22 | 12 | 2 | 0 | 21 | 0 | 57 |
| Year 07 | 20 | 26 | 14 | 3 | 0 | 32 | 0 | 75 |
| Year 08 | 21 | 20 | 8 | 2 | 0 | 24 | 0 | 57 |
| Total | 168 | 188 | 92 | 33 | 2 | 178 | 0 | 508 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 23 | 22 | 11 | 4 | 2 | 18 | 0 | 57 |
| Age 06 | 20 | 26 | 12 | 5 | 0 | 20 | 0 | 62 |
| Age 07 | 24 | 23 | 11 | 6 | 0 | 13 | 0 | 58 |
| Age 08 | 19 | 22 | 17 | 7 | 0 | 22 | 0 | 72 |
| Age 09 | 24 | 23 | 6 | 3 | 0 | 28 | 0 | 64 |
| Age 10 | 16 | 25 | 13 | 3 | 0 | 20 | 0 | 62 |
| Age 11 | 16 | 26 | 13 | 2 | 0 | 22 | 0 | 61 |
| Age 12 | 23 | 18 | 8 | 2 | 0 | 33 | 0 | 64 |
| Age 13 | 3 | 3 | 1 | 1 | 0 | 2 | 0 | 8 |
| Total | 168 | 188 | 92 | 33 | 2 | 178 | 0 | 508 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
6.1%
| West Harbour School | 6.1% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 11.6% |
| Māori | 18.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 7.5% |
| Total | 6.1% |
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%
| West Harbour 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%
| West Harbour 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)
- 495
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 30 April 1979
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
- 22 May 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (22 May 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 22 May 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.
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 496 — 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.
February 2018
437
Counted while ERO’s review team was at the school. Education Review Office, report of 4 April 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 22 May 2023 — “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 8 months of the Education Review Office and West Harbour 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
Context
West Harbour School caters for year 1 to 8 ākonga and is in West Harbour, Waitakere , Auckland City. The school’s values: show respect, take responsibility and value achievement, underpin the vision to ‘Inspire, Enrich and Equip’ all learners with the skills and capabilities to be successful.
West Harbour School’s strategic priorities for improving outcomes for learners are to:
Inspire students to achieve their best possible outcomes
equip students for lifelong learning and global citizenship
enrich learning through access to a wide range of opportunities and supportive environments.
You can find a copy of the school’s strategic and annual plan on West Harbour School’s website.
ERO and the school are working together to evaluate how consistently and effectively teachers and leaders, in partnership with parents and whānau , build student agency through a broad and responsive curriculum that continues to improve outcomes for all ākonga .
The rationale for selecting this evaluation is:
a school-wide ongoing focus on evidence-based practice
collaboration focused on sharing knowledge
common use of rubrics to show shifts in attainment and to support teachers making more defensible overall teacher judgements on learner levels of achievement
a strong focus on the explicit teaching of literacy through structured literacy programmes (BSLA), and literacy rotations
leaders creating a school journey of continuous improvement.
The school expects to see:
agentic and self-determining ākonga , learning through a highly responsive to needs, strength-based curriculum
parent and whanau empowerment through engagement in educative talk; working with the school to develop strong agentic and restorative practices for their tamariki
consistent and effective teacher practices of moderation, collaboration and cross school coaching, focused closely on building ākonga success but also supporting teacher agency and innovation
clear scaffolding processes that enable learners to be independent, appropriate to age and stage of learning
digital capabilities where learners can discern, what is valid and what is not, across electronic platforms.
Strengths
The school can draw from the following strengths to support it in its goal to build student agency through a highly responsive, strength-based curriculum that continues to promote improved outcomes for all ākonga :
ākonga attendance is closely monitored to ensure maximised opportunities for engagement and learning
the school caters well for priority learners
structured literacy knowledge and capability building is supported by leaders modelling and observing practice in classrooms
staff have positive interpersonal relationships with family, sometimes inter-generational, and ākonga , that encourages engagement and high levels of school loyalty
a coaching model that includes all staff engaging in personal growth goals and reflection on own practice.
Where to next?
Moving forward, the school will prioritise:
reviewing the consistency of teacher practices to build agency in ākonga , which includes considering levels of teacher agency and innovation
partnering with parents and whānau to build a collective view of agency, to include understanding how together the school and family can build restorative practices
evaluating PB4L delivery and teacher and ākonga levels of shared understanding
teachers scaffolding ākonga for independence using a range of strategies to meet learner needs
considering how ākonga are learning to be more discerning around valid and robust internet information.
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
22 May 2023
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).