Willowbank School (Howick)
Contributing · State
- Year levels
- 1–6
- Total roll
- 710
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 56 Middlefield Drive, Dannemora, Auckland
- Territorial authority
- Howick Local Board Area
- Phone
- 09-2711077
- info@willowbank.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.
- School day starts
- 8.50am (first bell)
The first bell is at 8.50am and it is expected that all children are in the classroom ready for learning.
- 8.50am (first bell)
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 119
- Māori
- 43
- Pacific
- 61
- Asian
- 499
- MELAA
- 95
- Other
- 4
- 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 | 5 | 12 | 68 | 8 | 9 | 17 | 0 | 92 |
| Year 02 | 7 | 12 | 76 | 16 | 17 | 15 | 0 | 114 |
| Year 03 | 3 | 13 | 71 | 19 | 9 | 21 | 2 | 111 |
| Year 04 | 12 | 9 | 90 | 24 | 7 | 22 | 1 | 139 |
| Year 05 | 4 | 12 | 74 | 16 | 2 | 11 | 1 | 107 |
| Year 06 | 4 | 6 | 77 | 17 | 6 | 21 | 0 | 114 |
| Year 07 | 0 | 0 | 7 | 3 | 1 | 1 | 1 | 12 |
| Total | 35 | 64 | 463 | 103 | 51 | 108 | 5 | 689 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 12 | 61 | 7 | 8 | 16 | 0 | 83 |
| Age 06 | 7 | 12 | 78 | 14 | 16 | 16 | 0 | 115 |
| Age 07 | 2 | 11 | 68 | 19 | 10 | 20 | 1 | 103 |
| Age 08 | 10 | 9 | 92 | 26 | 6 | 22 | 2 | 142 |
| Age 09 | 6 | 11 | 77 | 15 | 3 | 11 | 1 | 111 |
| Age 10 | 5 | 9 | 75 | 18 | 7 | 20 | 0 | 116 |
| Age 11 | 0 | 0 | 12 | 4 | 1 | 3 | 1 | 19 |
| Total | 35 | 64 | 463 | 103 | 51 | 108 | 5 | 689 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
28.4%
| Willowbank School (Howick) | 28.4% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 8.2% |
|---|---|
| Male | 43.8% |
| Māori | 159.4% |
| Pacific | 183% |
| Asian | 26.7% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 28.4% |
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%
| Willowbank School (Howick) | 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%
| Willowbank School (Howick) | 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)
- 374
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 27 January 2001
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
- 18 May 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (12 October 2022)
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 12 October 2022 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.
What this report states about the school
As stated in ERO’s report of 18 May 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 0 to 6
provides education for students in Years 0 to 6
- Years 0 to 6
What ERO wrote in its latest report
This is ERO’s report of 18 May 2026 — “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
Willowbank School located in Dannemora, provides education for students in Years 0 to 6. Approximately 67% of students identify as Asian, 15% as Pākehā |New Zealand European, 8% Middle Eastern, 4% Pacific heritage 4% and 3% as Māori .
The school vision, ‘discover, develop and nurture’ is supported by the ‘Willowbank Way' values.
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
Improvement and progress
This section is about the progress the school has made since the October 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school focused on evaluating the extent that the school’s vision is realised in discovering learner potential, developing their understanding of learning and nurturing reciprocal relationships and how well the ‘Willowbank Way’ values impact on student wellbeing and learning.
Findings
The ‘Willowbank Way’ values are well established across the school and its community. Students and teachers consistently apply and reference the values in both classroom and playground settings, and teachers integrate them into curriculum delivery. This approach has strengthened student wellbeing, supported engagement in learning and fostered a strong sense of belonging and inclusion.
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. The school is improving teaching and learning.
How well does the school curriculum respond to all learners needs? Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in foundational 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? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.
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 reports usefully and accurately 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 6
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 not yet equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are not yet 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 large majority of students attend school regularly.
The school is approaching 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.
Assessment
This section is about how the school assesses learner progress and achievement.
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well 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 for 2030 and agrees this will need to be a key strategic priority.
Areas of strength
Student wellbeing, sense of belonging and high engagement are well supported by calm, respectful and highly inclusive learning environments.
Leaders establish strong systems and processes including clear curriculum planning, teaching and assessment documentation and data analysis to build school wide consistency in teaching practice.
Student achievement information is used well by leaders and teachers to inform teaching practice.
Good quality reporting on achievement and progress to the Willowbank School Board allows the board to make resourcing decisions to inform strategic direction.
Teachers engage in professional learning in structured literacy and mathematics to improve learner outcomes.
Key priorities
Improve regular attendance to meet government targets.
Accelerate progress and achievement for equitable and excellent learning outcomes for all groups of students.
Align current mathematics and literacy programmes and assessment with changes to The New Zealand Curriculum.
Embed schoolwide internal evaluation systems to evaluate the effectiveness of initiatives.
Actions to bring about improvement
Within six months:
leaders review and align literacy and mathematics programmes and assessment practices with changes to The New Zealand Curriculum
leaders and teachers implement and monitor the school’s attendance plan
Every six months:
leaders and teachers evaluate the impact of teaching and learning, including assessment practices, on learner outcomes to inform curriculum decision making
leaders and teachers evaluate student progress and identify steps to further improve achievement, particularly for those learners not yet achieving at expectation
leaders closely monitor the effectiveness of initiatives to improve student attendance, adjust where needed and report to the school Board and parent community
Annually:
leaders and teachers monitor, review and update the school’s curriculum and assessment practices
leaders and the school Board review and student attendance, progress and achievement, share with the community and identify priorities for improvement.
Expected outcomes
High achievement, excellent and equitable outcomes for all students.
Enhanced internal evaluation practices that effectively inform decision making to improve learner outcomes.
Embedded curriculum and assessment practices aligned with The New Zealand Curriculum.
Improved levels of regular attendance.
Regulatory and legislative requirements
This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.
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
Provision for international students
This section is about the quality of the provision of education for international students enrolled at the school.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020 . The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.
At the time of this review there was one international student attending the school, and no exchange students.
Systems and processes for international students are well established and support ongoing improvement of learning and wellbeing outcomes. International students participate fully in the life of the school. Students engage in learning programmes, school-wide activities and are well supported to learn English if this is required.
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
18 May 2026
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).