West Park School
Contributing · State
- Year levels
- 1–6
- Total roll
- 246
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 97 Broderick Road, Johnsonville, Wellington
- Territorial authority
- Wellington City
- Phone
- 04-4787074
- principal@westpark.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington · schools in Wellington Region
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.
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.
- Voluntary donation
- $250.00 for 2026
For 2026, the School Donation amount was set at $250.00.
- $250.00 for 2026
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 100
- Māori
- 21
- Pacific
- 15
- Asian
- 120
- MELAA
- 10
- Other
- 3
- 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 | 4 | 23 | 0 | 0 | 18 | 0 | 41 |
| Year 02 | 6 | 4 | 18 | 5 | 1 | 17 | 0 | 39 |
| Year 03 | 6 | 6 | 29 | 6 | 0 | 24 | 0 | 56 |
| Year 04 | 4 | 1 | 19 | 0 | 0 | 20 | 0 | 38 |
| Year 05 | 6 | 4 | 23 | 3 | 0 | 17 | 0 | 47 |
| Year 06 | 9 | 3 | 35 | 5 | 0 | 24 | 0 | 66 |
| Year 07 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Total | 36 | 22 | 148 | 19 | 1 | 120 | 0 | 288 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 4 | 22 | 0 | 0 | 15 | 0 | 37 |
| Age 06 | 6 | 3 | 16 | 4 | 1 | 17 | 0 | 38 |
| Age 07 | 7 | 7 | 30 | 6 | 0 | 27 | 0 | 58 |
| Age 08 | 3 | 2 | 20 | 1 | 0 | 20 | 0 | 41 |
| Age 09 | 5 | 3 | 23 | 2 | 0 | 17 | 0 | 44 |
| Age 10 | 10 | 3 | 36 | 6 | 0 | 24 | 0 | 69 |
| Age 11 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Total | 36 | 22 | 148 | 19 | 1 | 120 | 0 | 288 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| West Park School | 0% |
|---|---|
| Wellington Region | 24.7% |
| Contributing | 35.6% |
| 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
0%
| West Park School | 0% |
|---|---|
| Wellington Region | 2.6% |
| 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%
| West Park School | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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)
- 392
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 1956
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 October 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (23 October 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 same report — the board assurance report of 23 October 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO has identified the following areas of non-compliance during the board assurance process:
child protection policies, procedures and guidelines must be known and implemented [Section 18 &19, Children’s Act 2014; Section 15 Oranga Tamariki Act 1989]
a primary identity document and a secondary identity document must be checked, to meet requirements for safety checking of workforce [Children’s Act 2014]
Education Outside the Classroom (EOTC) policies and procedures must be consistently implemented and risk management planning for any trips must meet requirements [Health and Safety at Work Act 2015; Education Outside the Classroom Guidelines, Ministry of Education]
in consultation with the school’s Māori community, develop and make known to the school’s community policies, plans and targets for improving the progress and achievement of Māori students [Section 127 (1)(d) & Section 139 Education & Training Act 2020, National Education and Learning Priorities (NELP) 5 (Ministry of Education)]
annually assess the principal against all the professional standards for principals [School’s Principal Professional Growth Cycle policy]
all procedures and practices relating to the stand down / suspension / exclusion and/or expulsion are implemented in accordance with the relevant provisions of the Education and Training Act 2020 and the rules and guidance issued by the MOE [Section 79 to 89 Education & Training Act 2020]
The board has since taken steps to address the areas of non-compliance identified.
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 246 — 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
409
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 23 October 2024 — “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
West Park School located in Johnsonville, Wellington, provides education for students in Years 1 to 6. The school’s vision ‘Every Student Matters, Every Moment Counts’ is underpinned by the values of ‘excellence, respect, diversity, honesty, collaboration, kindness, laughter, and initiative’.
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 equitable and excellent outcomes for all learners.
Most learners, including Māori , achieve at or above the expected curriculum level in reading.
Most learners achieve at or above the curriculum level in mathematics, the majority of learners achieve at this level in writing; the school has yet to address disparity for Māori learners in both these areas.
Targeted teaching of an early literacy skills programme in the junior school has resulted in accelerated and sustained achievement results for all learners.
Most students attend school regularly; attendance exceeds the 2024 Ministry of Education target.
Conditions to support learner success
Leaders work well together to plan the school’s curriculum and teaching programme to promote a consistent response to raising student progress and achievement.
Leadership provides comprehensive documentation to make known the school’s priorities and expectations for teaching and learning.
Leaders are strengthening systems and processes to ensure that legislative requirements regarding children’s health and safety are known by all staff and implemented consistently across the school.
Teachers develop positive and mutually respectful learning relationships with students.
A suitable range of assessment tools support the gathering of reliable data to track and monitor student progress and achievement.
Students in the junior school have benefited from a focused programme to accelerate student progress and achievement in foundational skills; positive results are maintained over time.
Learners requiring additional support are identified through early intervention and comprehensive individual plans are put in place to support their learning; external agencies are appropriately involved to strengthen the response to specific needs.
Key conditions are being strengthened to promote positive outcomes for learners.
The board scrutinises student data and evaluative information to identify strategic improvement priorities, they plan and make appropriate resourcing decisions.
Learner wellbeing is promoted through a focused positive behaviour programme.
Part B: Where to next?
The agreed next steps for the school are to:
give effect to Te Tiriti o Waitangi through developing partnerships with Māori
focus on integrating quality te reo Māori and tikanga Māori learning opportunities through implementation of the curriculum to improve the outcomes for Māori learners
continue to grow teaching teams, with an ongoing focus on staff support and professional development to promote consistency of teaching and learning across the school.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
consult with whānau Māori to inform ongoing development of the local curriculum.
Every six months:
analyse the completed New Zealand Council for Educational Research (NZCER) staff wellbeing survey to inform appropriate actions for improvement
continue to analyse achievement information to know the impact of initiatives and professional development, and to inform next steps for learners and groups of learners, and to respond to any disparity identified.
Annually:
review and report the impact of teaching and learning programmes on achievement outcomes to know what has been successful and what needs further improvement to inform ongoing strategic direction.
Actions taken against these next steps are expected to result in:
stronger partnerships with whānau Māori that strengthens the school’s response to Māori learners
consistent teaching and learning practices that promote high levels of engagement, attendance, wellbeing and equity in achievement outcomes for all learners, especially Māori students.
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 October 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 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).