Westbridge Residential School
Specialist School · State
- Year levels
- not reported
- Total roll
- 3
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 488E Don Buck Road, Royal Heights, Auckland
- Territorial authority
- Henderson-Massey Local Board Area
- Phone
- 09-8324918
- secretary@westbridge.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
- 1
- Māori
- 2
- Pacific
- 0
- Asian
- 0
- MELAA
- 0
- 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 08 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 |
| Year 09 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Year 12 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Total | 2 | 0 | 0 | 1 | 0 | 3 | 0 | 6 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 12 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 2 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 16 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Total | 2 | 0 | 0 | 1 | 0 | 3 | 0 | 6 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
Too few to report
| Westbridge Residential School | Too few to report |
|---|---|
| Auckland Region | 90.1% |
| Specialist School | 12.7% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | Too few to report |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 1 data (2023-2025)
Percentage with NCEA level 2 or above — 2025
Too few to report
| Westbridge Residential School | Too few to report |
|---|---|
| Auckland Region | 85.3% |
| Specialist School | 8% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | Too few to report |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 2 data (2023-2025)
Percentage with NCEA level 3 or above — 2025
Too few to report
| Westbridge Residential School | Too few to report |
|---|---|
| Auckland Region | 71.7% |
| Specialist School | 1.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | Too few to report |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
Too few to report
| Westbridge Residential School | Too few to report |
|---|---|
| Auckland Region | 14.6% |
| Specialist School | 0.7% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | Too few to report |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison Vocational Pathway data (2023-2025)
Retention
Percentage staying until at least 17th birthday — 2025
Too few to report
| Westbridge Residential School | Too few to report |
|---|---|
| Auckland Region | 88.9% |
| Specialist School | 79.1% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | Too few to report |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
807.6%
| Westbridge Residential School | 807.6% |
|---|---|
| Auckland Region | 29.7% |
| Specialist School | 24.1% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 1009.1% |
| Total | 807.6% |
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
204%
| Westbridge Residential School | 204% |
|---|---|
| Auckland Region | 3% |
| Specialist School | 3.4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 259% |
| Total | 204% |
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
122.9%
| Westbridge Residential School | 122.9% |
|---|---|
| Auckland Region | 1.4% |
| Specialist School | 1.8% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 143.1% |
| Māori | 0% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 195.4% |
| Total | 122.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 553
- Boarding
- Yes
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1981
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
- 21 June 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (21 June 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 21 June 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.
At the end of 2023, ERO was provided with a new report about behavioural incidents at the school and hostel. The report showed a significant increase in the number student behavioural incidents in relation to assaults and property damage, particularly in the school, and the hostel during the second half of 2023. The number of reported incidents had declined significantly in Term 1, 2024.
ERO has identified the following areas of non-compliance during the board assurance process:
provide a safe physical and emotional environment for students
school policies and/or procedures and practices meet all legislative requirements for health and safety. [Section 127 (1) and (2) Education Act 2020].
The board has 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 3 — 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
9
Counted while ERO’s review team was at the school. Education Review Office, report of 31 January 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 21 June 2024 — “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 6 months of the Education Review Office and Westbridge Residential 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
Westbridge Residential School is in Massey, West Auckland. The school is a specialist residential school catering for students with high, complex and neurodiverse needs. The school caters for students between nine to fifteen years of age. Students usually stay at the school between twelve to eighteen months.
Students must have a Specialist Education Agreement (SEA) between the Ministry of Education, the school and their whānau .
The school employs youth workers in the hostel and teachers, teacher aides and support staff who support the learning and wellbeing of students in the school.
The school experienced significant roll growth in 2023, growing from two students at the start of Term 1, 2023 to 18 in Term 4, 2023. This impacted on school operations in the second half of the year. During this time, an acting principal was in place. The principal returned at the start of Term 1, 2024. A new deputy principal began in their role Term 2, 2024.
A Ministry of Education appointed school board was established in 2014. The board governs Westbridge Residential School in Auckland and Halswell Residential College in Christchurch.
In 2021, the school was directed by the Ministry of Education to produce a plan to eliminate physical restraint. This plan was in place at the time of the initial ERO visit in Term 1, 2023. Strengthening practices that support positive behaviours and learning continues to be a key focus for the school.
Westbridge Residential School’s strategic and annual goals for improving outcomes for learners are:
student learning – fostering student achievement by providing teaching and learning programmes that incorporate the National Curriculum and are underpinned by the key competencies
effective teaching – all staff are recognised as leaders in providing children and adolescents with complex needs and behavioural needs to maximise achieving individual student learning goals
leading the school – the service is cost effective, caters for needs of all students, and represents best practice. The school’s goals include being inclusive, culturally responsive and safe physically and emotionally for students.
A copy of the school’s strategic and annual plan can be requested from Westbridge Residential School .
ERO and the school are working together to evaluate improvements in the school and hostel operations in relation to health and safety, and wellbeing of students and staff.
The rationale for selecting this evaluation is to:
use and embed comprehensive health and safety systems, policies and practices to ensure that students and staff feel well supported in the school and hostel
implement the school strategic and annual improvement plan to lift student outcomes through better targeted teaching and learning strategies
ensure that the board, school and hostel staff work cohesively to improve positive behaviour and learning outcomes for students.
The school expects to see:
robust staff guidelines implemented for effective behaviour management that improves positive behavioural outcomes
leaders providing comprehensive induction and training processes and practices for school and hostel staff to support behaviour management
strengthened monitoring and reporting of behaviour management to the board that shows trends and patterns that can inform ongoing responses and strategic decisions over time
evidence gathering processes that include student, whānau and staff surveys to enable leaders and the board to know how programmes and interventions impact on student outcomes.
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate improvements in the school and hostel operations in relation to health and safety, and wellbeing of students and staff.
The use of key competencies, especially managing self, participating, and contributing, are drivers of the school and hostel curriculum.
Classroom programmes are based on students’ interests to support engagement and guide teaching and learning.
School leadership understand the importance of strengthening professional capability and collective capacity of the board, leaders and staff to effectively support behaviour management for students.
Where to next?
Moving forward, the school will prioritise:
continuing to access and use external and internal professional development expertise for trauma-informed practices to support staff training
working with the Ministry of Education to manage roll growth, and to ensure robust transition plans are carefully monitored and implemented to support student outcomes
the board, school leadership and staff to consolidate and embed recent school improvements
strengthening monitoring and evaluation processes to ensure that changes in practices are having the required positive impact on student outcomes.
ERO has concerns about
At the end of Term 4, 2023 ERO had significant concerns about the high numbers of reported incidents of physical assaults and property damage. In response to ERO’s concerns, the board took immediate actions to access expertise in trauma informed staff training and strengthened the school’s behaviour policy and procedures to guide practice.
ERO verified in Term 1, 2024 early signs of the positive impact of strengthened behaviour management practices. This was reflected in a significant reduction in the number of behavioural incidents in the school and hostel reported to the board. This work remains a key focus for the school.
Recommendations
ERO recommends that the Ministry of Education continues to work collaboratively with the board and school leaders to manage the pace of student enrolments. This includes ensuring students have access to learning support expertise such as therapists and psychologists that meet the needs of students enrolled at the school.
ERO will continue to work alongside the school to support its ongoing improvement journey. This includes monitoring:
the implementation of the annual school improvement plan
the ongoing impact of targeted external professional learning development on improving students' outcomes
the school strengthening systems, policies and practices to support students learning experiences and outcomes.
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
21 June 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 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).