Western Heights School (Auckland)
Contributing · State
- Year levels
- 1–6
- Total roll
- 659
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Sturges Road, Henderson, Auckland
- Territorial authority
- Henderson-Massey Local Board Area
- Phone
- 09-8361213
- admin@westernheights.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
- 212
- Māori
- 78
- Pacific
- 109
- Asian
- 369
- MELAA
- 26
- Other
- 6
- International
- 2
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 | 7 | 19 | 58 | 3 | 0 | 20 | 0 | 93 |
| Year 02 | 14 | 24 | 69 | 3 | 1 | 27 | 0 | 110 |
| Year 03 | 16 | 17 | 56 | 3 | 1 | 34 | 0 | 101 |
| Year 04 | 12 | 20 | 61 | 3 | 1 | 31 | 0 | 101 |
| Year 05 | 16 | 20 | 67 | 6 | 1 | 41 | 0 | 127 |
| Year 06 | 14 | 21 | 67 | 5 | 1 | 40 | 0 | 117 |
| Year 07 | 2 | 4 | 7 | 0 | 0 | 7 | 0 | 16 |
| Total | 81 | 125 | 385 | 23 | 5 | 200 | 0 | 665 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 15 | 53 | 3 | 0 | 17 | 0 | 82 |
| Age 06 | 16 | 23 | 63 | 3 | 1 | 28 | 0 | 105 |
| Age 07 | 15 | 19 | 57 | 3 | 1 | 33 | 0 | 101 |
| Age 08 | 13 | 20 | 68 | 3 | 1 | 31 | 0 | 110 |
| Age 09 | 16 | 23 | 66 | 5 | 1 | 41 | 0 | 127 |
| Age 10 | 14 | 21 | 64 | 6 | 1 | 38 | 0 | 112 |
| Age 11 | 2 | 4 | 14 | 0 | 0 | 12 | 0 | 28 |
| Total | 81 | 125 | 385 | 23 | 5 | 200 | 0 | 665 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Western Heights School (Auckland) | 0% |
|---|---|
| Auckland Region | 29.7% |
| 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%
| Western Heights School (Auckland) | 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%
| Western Heights School (Auckland) | 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)
- 395
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1978
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
- 14 November 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (14 November 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 14 November 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 659 — 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 2017
635
Counted while ERO’s review team was at the school. Education Review Office, report of 14 July 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 14 November 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 12 months of the Education Review Office and Western Heights School (Auckland) 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
Western Heights School (Auckland) is located in Henderson, Auckland and caters for Years 0 - 6 ākonga . The school’s vision is for all ākonga to ‘Love to Learn to Lead’, through relationships that connect learning through tamariki /children, to the whenua /land and the apōpō /future.
Western Heights School (Auckland)’s strategic priorities for improving outcomes for learners are:
Whanaungatanga – Family, Manaakitanga – Caring, Whakamana – Leadership, Whakapono – Integrity, and Tūrangawaewae – Belonging, underpin all teaching and learning.
Each child will achieve at least one year’s progress for one year’s learning, and target children will make accelerated progress to meet expected levels.
You can find a copy of the school’s strategic and annual plan on Western Heights School (Auckland)’s website.
ERO and the school are working together to evaluate the impact of the school’s lived, and community understood kaupapa , on equitable and excellent ākonga learning outcomes.
The rationale for selecting this evaluation is as follows:
kaimahi /all staff know their ākonga ; they understand their needs; they build capability through the strong, connected relationships which directly contribute to the school’s kaupapa
the school’s kaupapa supports a child-centric, child-responsive curriculum which begins with play-based learning to build on learner interests in a child’s first year at school
explicit core values and foundational learning are prioritised drivers of the kaupapa
barrier free learning underpins the kaupapa which is focused on all ākonga achieving personal success
whānau and school partnerships, built on relational trust and aligned aspirations, underpin the school’s kaupapa and result in equitable and excellent ākonga learning outcomes.
The school expects to see the school’s kaupapa positively impacting on:
ākonga agency, resilience and self-determination through the school’s vision, ‘Love to Learn to Lead’
prioritisation and monitoring of literacy and numeracy practices that best enable a minimum of one year of progress for one year’s learning in foundational skills
teacher expertise being realised and utilised across the school to further develop schoolwide innovative practices
sustainability of practices and processes, including whānau partnerships that support ākonga to experience success in who they are
research-based practice focused on further enhancing the school’s kaupapa and monitoring the improvement journey.
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate the impact of the school’s kaupapa on equitable and excellent learning outcomes:
ākonga who live the school’s culture and can articulate a strong sense of school belonging and care
kaiako who authentically know tamariki interests, and what they bring to their learning from day 1 of being at school, who focus on learning engagement for all ākonga
flexible, connected, collaborative and innovative kaiako and rangatira
high capability in school leadership who encourage staff to live the vision
partnership and relational trust are embedded across the school’s learning community.
Where to next?
Moving forward, the school will prioritise:
establishing an evaluation planning and development team
reviewing a range of evaluation success criteria relevant to each stakeholder group, linked to the school’s kaupapa
set out the evaluation parameters by determining key questions, types of data gathering and synthesis expectations.
evaluate what is currently successful and impactful and be able to show evidence as to why.
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 its progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report, due within three years.
Shelley Booysen Director of Schools
14 November 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 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).