Alfriston School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 374
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 1373 Alfriston Road, Manurewa, Auckland
- Territorial authority
- Franklin Local Board Area
- Phone
- 09-2667845
- admin@alfriston.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.
- Uniform
- Required
All students attending Alfriston School are required to wear full school uniform.
- Required
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.
- International students
- Accepted, as stated
Alfriston School does not offer short term enrolments for International students. Minimum enrolment time is currently 6 months.
- Accepted, as stated
- Voluntary donation
- $85.00 per term per child, 2025
| School Donation Fees 2025 | | | | | Per child per term | Total for families | | Single child | $85.00 | $340.00* |
- $85.00 per term per child, 2025
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
- William Pike Challenge
the William Pike Challenge provides an outstanding opportunity for Year 8 students
- Athletics
- Athletics
- Cricket
- Cricket
- Cross Country
- Cross Country
- Futsal
- Futsal
- Hockey
- Hockey
- Ki o Rahi
- Ki o Rahi
- Netball
- Netball Rugby
- Rugby
- Netball Rugby
- Softball
- Softball
- Swimming
- Swimming
- T-ball
- T-ball
- Touch Rugby
- Touch Rugby
- William Pike Challenge
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 83
- Māori
- 35
- Pacific
- 60
- Asian
- 227
- MELAA
- 11
- Other
- 1
- 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 | 4 | 5 | 23 | 3 | 1 | 7 | 0 | 43 |
| Year 02 | 6 | 7 | 23 | 0 | 1 | 5 | 0 | 42 |
| Year 03 | 2 | 8 | 30 | 1 | 1 | 7 | 0 | 49 |
| Year 04 | 3 | 7 | 22 | 3 | 1 | 5 | 0 | 37 |
| Year 05 | 5 | 7 | 28 | 0 | 1 | 9 | 0 | 46 |
| Year 06 | 7 | 7 | 25 | 1 | 0 | 20 | 0 | 48 |
| Year 07 | 5 | 11 | 36 | 1 | 1 | 15 | 0 | 62 |
| Year 08 | 5 | 12 | 32 | 0 | 1 | 14 | 0 | 53 |
| Total | 37 | 64 | 219 | 9 | 7 | 82 | 0 | 380 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 5 | 23 | 3 | 1 | 7 | 0 | 43 |
| Age 06 | 6 | 7 | 21 | 0 | 1 | 5 | 0 | 40 |
| Age 07 | 1 | 8 | 30 | 1 | 1 | 6 | 0 | 47 |
| Age 08 | 4 | 7 | 23 | 3 | 1 | 6 | 0 | 40 |
| Age 09 | 5 | 7 | 28 | 0 | 1 | 9 | 0 | 46 |
| Age 10 | 7 | 7 | 26 | 1 | 0 | 19 | 0 | 48 |
| Age 11 | 4 | 8 | 31 | 1 | 1 | 15 | 0 | 53 |
| Age 12 | 4 | 12 | 33 | 0 | 1 | 11 | 0 | 52 |
| Age 13 | 2 | 3 | 4 | 0 | 0 | 4 | 0 | 11 |
| Total | 37 | 64 | 219 | 9 | 7 | 82 | 0 | 380 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
4.3%
| Alfriston School | 4.3% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 9.3% |
|---|---|
| Male | 0% |
| Māori | 43% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 4.3% |
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%
| Alfriston School | 0% |
|---|---|
| Auckland Region | 3% |
| Full Primary | 3.9% |
| 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%
| Alfriston School | 0% |
|---|---|
| Auckland Region | 1.4% |
| Full Primary | 1.7% |
| 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)
- 396
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1894
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
- 2
- Last reviewed
- 11 November 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 11 November 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for students in Years 1 to 8
- Years 1 to 8
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 374 — 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 2017
377
Counted while ERO’s review team was at the school. Education Review Office, report of 12 December 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 11 November 2025 — “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
Alfriston School provides education for students in Years 1 to 8 with a roll of 360 students. The largest group of students is Asian (56%), followed by Pacific (15%), European/ Pākehā (14%), Māori (10%), and Other (5%).
The school’s vision is to create a supportive learning community where everyone can reach their potential, guided by the values of Challenge, Pride, Excellence, and Empathy.
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
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? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing, and mathematics.
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 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 8
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 Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics Most 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 small majority of learners 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.
Chronic absence is reducing overtime.
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 learners.
The school has significantly 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 set for 2030 and agrees this will need to be a key strategic priority.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of Strength
The school prioritises high expectations and academic excellence for all learners. They carefully monitor progress and use data to determine next steps for learners.
Students with additional learning needs are supported by well-established systems that respond well to their needs and interests.
Learners confidently participate and contribute. They demonstrate a strong sense of belonging and pride in their school that supports their wellbeing and engagement in learning.
A School Board and leadership team provide a clear vision and direction through comprehensive strategic planning, data-informed decision-making and ongoing review and evaluation for school improvement.
The school has well-established, consistent approaches to teaching structured literacy and numeracy, resulting in positive academic outcomes.
The school regularly review the design and delivery of the curriculum to ensure it is relevant and enhances learners' experiences, knowledge, and understanding.
Staff professional learning is targeted, planned and strategically implemented for ongoing development of teaching and learner outcomes.
Key priorities
Implement additional approaches to enhance regular attendance.
Accelerate progress and raise achievement learners at risk of not meeting curriculum expectations.
Actions to bring about improvement
Every six months:
leaders will review approaches that effectively increase regular attendance
leaders review the progress and achievement of learners including those at risk of not meeting curriculum expectations monitor progress
Annually:
leaders and teachers will evaluate strategies that had the most impact on improving regular attendance
the School Board and leaders will review achievement outcomes for learners at not meeting curriculum expectations plan next steps to sustain improvement.
Expected outcomes
Improved regular rates of attendance.
Increased learning opportunities and better outcomes for learners.
Equity in academic achievement for all groups of learners.
Regulatory and Legislative Requirements
This section of the report is about how the school meet 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 of the report is about the quality of the provision of education for international student 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.
No international students were enrolled at the time of the ERO review.
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
11 November 2025
Read the full report on ero.govt.nz →
All 2 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).