Wilson School
Specialist School · State
- Year levels
- not reported
- Total roll
- 136
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 1A St Leonards Road, Hauraki, Auckland
- Territorial authority
- Devonport-Takapuna Local Board Area
- Phone
- 09-4895648
- admin@wilson.school.nz
- Website
- http://www.wilson.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
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.
- In their words
- Our Vision
- Equipping young people for life
- In partnership with whānau, Wilson School will provide personalised Specialist Education to support students to meet their full potential in all areas of life.
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- interschool special Olympics sporting events
Each year students participate in different interschool special Olympics sporting events outside of school and also in our own Wilson Olympics held at the base school.
- Wilson Olympics
Each year students participate in different interschool special Olympics sporting events outside of school and also in our own Wilson Olympics held at the base school.
- interschool special Olympics sporting events
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 69
- Māori
- 18
- Pacific
- 13
- Asian
- 48
- MELAA
- 8
- 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 | 0 | 1 | 5 | 1 | 0 | 2 | 0 | 6 |
| Year 02 | 0 | 0 | 4 | 0 | 0 | 4 | 0 | 6 |
| Year 03 | 0 | 0 | 3 | 2 | 0 | 3 | 0 | 7 |
| Year 04 | 0 | 0 | 4 | 0 | 1 | 5 | 0 | 8 |
| Year 05 | 2 | 1 | 2 | 0 | 0 | 3 | 0 | 7 |
| Year 06 | 2 | 2 | 5 | 2 | 0 | 4 | 0 | 14 |
| Year 07 | 1 | 1 | 2 | 0 | 0 | 8 | 0 | 10 |
| Year 08 | 1 | 0 | 6 | 0 | 0 | 6 | 0 | 12 |
| Year 09 | 2 | 1 | 0 | 0 | 0 | 1 | 0 | 3 |
| Year 10 | 0 | 1 | 4 | 0 | 0 | 3 | 0 | 8 |
| Year 11 | 1 | 0 | 2 | 1 | 0 | 6 | 0 | 9 |
| Year 12 | 3 | 1 | 1 | 0 | 1 | 6 | 0 | 10 |
| Year 13+ | 4 | 2 | 8 | 1 | 0 | 13 | 0 | 25 |
| Total | 16 | 10 | 46 | 7 | 2 | 64 | 0 | 125 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 1 | 4 | 1 | 0 | 2 | 0 | 5 |
| Age 06 | 0 | 0 | 5 | 0 | 0 | 4 | 0 | 7 |
| Age 07 | 0 | 0 | 3 | 2 | 0 | 3 | 0 | 7 |
| Age 08 | 0 | 0 | 3 | 0 | 1 | 5 | 0 | 7 |
| Age 09 | 2 | 1 | 3 | 0 | 0 | 3 | 0 | 8 |
| Age 10 | 2 | 2 | 5 | 2 | 0 | 4 | 0 | 14 |
| Age 11 | 1 | 1 | 3 | 0 | 0 | 5 | 0 | 8 |
| Age 12 | 1 | 0 | 5 | 0 | 0 | 8 | 0 | 13 |
| Age 13 | 2 | 1 | 0 | 0 | 0 | 3 | 0 | 5 |
| Age 14 | 1 | 1 | 3 | 0 | 0 | 3 | 0 | 7 |
| Age 15 | 0 | 0 | 3 | 1 | 0 | 5 | 0 | 9 |
| Age 16 | 4 | 1 | 1 | 0 | 1 | 6 | 0 | 11 |
| Age 17 | 1 | 2 | 4 | 0 | 0 | 3 | 0 | 8 |
| Age 18 | 2 | 0 | 1 | 0 | 0 | 5 | 0 | 8 |
| Age 19+ | 0 | 0 | 3 | 1 | 0 | 5 | 0 | 8 |
| Total | 16 | 10 | 46 | 7 | 2 | 64 | 0 | 125 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
0%
| Wilson School | 0% |
|---|---|
| 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 | Not applicable |
| Pacific | Not applicable |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 0% |
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
0%
| Wilson School | 0% |
|---|---|
| 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 | Not applicable |
| Pacific | Not applicable |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 0% |
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
0%
| Wilson School | 0% |
|---|---|
| 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 | Not applicable |
| Pacific | Not applicable |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
0%
| Wilson School | 0% |
|---|---|
| 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 | Not applicable |
| Pacific | Not applicable |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 0% |
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
100%
| Wilson School | 100% |
|---|---|
| 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 | Not applicable |
| Pacific | Not applicable |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 100% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
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 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 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)
— 2024
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 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 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
9.5%
| Wilson School | 9.5% |
|---|---|
| Auckland Region | 29.7% |
| Specialist School | 24.1% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 15.2% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 34% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 9.5% |
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
18.8%
| Wilson School | 18.8% |
|---|---|
| Auckland Region | 3% |
| Specialist School | 3.4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 30.3% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 73.2% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 18.8% |
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
11.4%
| Wilson School | 11.4% |
|---|---|
| Auckland Region | 1.4% |
| Specialist School | 1.8% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 18.4% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 46.2% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 11.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 440
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 August 1939
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
- 17 April 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (17 April 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 board assurance report of 17 April 2024 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 136 — 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.
August 2018
90
Counted while ERO’s review team was at the school. Education Review Office, report of 4 October 2018
May 2015
91
Counted while ERO’s review team was at the school. Education Review Office, report of 6 July 2015
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 17 April 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 six months of the Education Review Office and Wilson 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
This report is part of a nationally coordinated evaluation of 27-day specialist schools during the second half of 2023. This included the development of day specialist school evaluation indicators by ERO with significant input from principals, staff and the Special Education Principals’ Association of New Zealand (SEPAnz).
Context
Wilson School is in Takapuna , North Shore, Auckland. It provides education for students with a range of abilities and diverse learning needs between the aged between five to 21 years. All students are funded through the Ongoing Resourcing Scheme (ORS).
Students are taught at either the base school or in one of the satellite classes hosted in five local host schools. The school employs a specialist therapy team that includes speech and language therapists, occupational therapists, physiotherapists, and behaviour specialists, who support the learning of students. The school operates a specialist teacher outreach service that supports ORS funded students enrolled in host schools in the North Shore area.
The school continues to navigate and manage roll growth pressures along with the employment and property demands associated with this.
The school embraces a holistic approach to learning. Over the last three years the leadership team has developed and implemented new systems and processes to support learning outcomes for students.
The school’s vision is ‘equipping young people for life’ which is underpinned by the school values of Whanaungatanga - relationships and connections; Rangatiratanga - self-management; Kaitiakitanga - guardianship and respect.
Wilson School ’s strategic priorities for improving outcomes for learners are:
student learning, development and engagement
developing and growing the team
culture, sustainability and environment.
You can find a copy of the school’s strategic and annual plan on Wilson School ’s website.
ERO and the school are working together to evaluate how effectively schoolwide professional development opportunities continue to build staff capability and collective capacity in the specialist education context.
The rationale for selecting this evaluation is to:
build all staff capability and collective teaching capacity for ongoing improvement, especially for staff new to special education or new to working in schools
use staff professional learning development opportunities to extend the use of effective intervention and specialist supports including differentiated teaching, learning and communication strategies
continue to align all professional development to support each student to build their communication and independence skills supporting the school’s vision to equip young people for life.
The school expects to see:
all staff confidently and consistently using a wide range of effective evidence-based teaching and learning strategies to meet the wide range of complex learning needs of students
increased levels of innovation linked to existing staff support and professional development that provides deeper learning and expertise while continuing to assist equity and excellence for all learners.
Strengths
The school can draw from the following strengths to support its goal to evaluate how effectively schoolwide professional development opportunities continue to build staff capability and collective capacity through the specialist education context.
Students display a strong sense of belonging and form positive learning focused relationships with staff that support progress with their individual learning goals.
An inclusive, positive and welcoming school culture that fosters the wellbeing, engagement and learning for students.
Adaptive school curriculum providing individualised learning pathways and opportunities.
Staff demonstrating an ongoing commitment to continue to develop their expertise in the specialist education context to meet the changing and diverse needs of students.
Effective school leadership that actively responds to and creates conditions to improve equitable and excellent learning outcomes for students.
Ongoing schoolwide commitment to enhance partnerships with whānau , host schools, and other agencies to shape educational outcomes for students in meaningful ways.
Where to next?
Moving forward, the school will prioritise:
further development of existing quality specific practice and systems that build staff collective capacity for continuous improvement
implementing innovative ways to access and deliver evidence-based professional development which improve learner outcomes and successes.
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
17 April 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).