Ahutoetoe School
Contributing · State
- Year levels
- 1–6
- Total roll
- 314
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 89 Maryvale Road, Wainui
- Territorial authority
- Rodney Local Board Area
- Phone
- 09-2428100
- not reported
- 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
Our school uniform displays our logo which we are very proud of. Students can wear any pants. shorts or skirt of their choosing that is navy blue, there are options available at School Uniform co.
- Required
- Where to buy the uniform
- https://www.schooluniform.co.nz/collections/ahutoetoe-school
Items can then be ordered and purchased from School Uniform Co - Available to purchase now! - Visit [HERE](https://www.schooluniform.co.nz/collections/ahutoetoe-school)
- https://www.schooluniform.co.nz/collections/ahutoetoe-school
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
Our first group of eight international students from Korea arrived on 17th January 2023.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 162
- Māori
- 26
- Pacific
- 9
- Asian
- 139
- MELAA
- 23
- Other
- 4
- International
- 4
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 | 3 | 29 | 5 | 2 | 30 | 0 | 57 |
| Year 02 | 8 | 0 | 25 | 6 | 2 | 38 | 2 | 67 |
| Year 03 | 3 | 3 | 27 | 3 | 1 | 17 | 0 | 45 |
| Year 04 | 0 | 0 | 16 | 3 | 1 | 18 | 1 | 38 |
| Year 05 | 4 | 3 | 16 | 0 | 1 | 23 | 0 | 41 |
| Year 06 | 0 | 0 | 12 | 4 | 4 | 10 | 0 | 29 |
| Year 07 | 0 | 0 | 0 | 1 | 0 | 2 | 0 | 3 |
| Total | 20 | 9 | 125 | 22 | 11 | 138 | 3 | 280 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 3 | 29 | 5 | 1 | 29 | 0 | 55 |
| Age 06 | 8 | 0 | 23 | 6 | 2 | 36 | 2 | 63 |
| Age 07 | 4 | 3 | 28 | 3 | 2 | 20 | 0 | 50 |
| Age 08 | 0 | 0 | 16 | 3 | 1 | 16 | 1 | 36 |
| Age 09 | 4 | 3 | 16 | 0 | 1 | 24 | 0 | 42 |
| Age 10 | 0 | 0 | 13 | 3 | 4 | 11 | 0 | 30 |
| Age 11 | 0 | 0 | 0 | 2 | 0 | 2 | 0 | 4 |
| Total | 20 | 9 | 125 | 22 | 11 | 138 | 3 | 280 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
32.6%
| Ahutoetoe School | 32.6% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 33.5% |
|---|---|
| Male | 31.8% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 34.6% |
| Other | 0% |
| European/Pākehā | 35.2% |
| Total | 32.6% |
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
0%
| Ahutoetoe School | 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%
| Ahutoetoe School | 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)
- 384
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 31 December 2022
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
- 1
- Last reviewed
- 24 February 2026
- 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 24 February 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
providing education for learners in Years 1 to 6
- Years 1 to 6
What ERO wrote in its latest report
This is ERO’s report of 24 February 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
Ahutoetoe School is a contributing primary school providing education for learners in Years 1 to 6. The current school roll is 313, consisting of 27% New Zealand European/ Pākehā learners, 16% Indian, and the remainder of learners are from many ethnic groups. The school’s values are Connect - Hono , Nurture - Poipoi and Inspire - Hiringa .
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 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 1 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 becoming more equitable for all groups of learners.
Writing Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are becoming more 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 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 not yet reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing their use of assessment information 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.
Significant roll growth has impacted on school priorities over time.
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.
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
Ahutoetoe School’s collaborative leadership and teaching teams provide a calm and inclusive environment for learners. The school’s values and vision are woven through all aspects of school life.
Reading, writing and mathematics teaching and learning programmes are improving. Teaching and learning are having a positive impact on learner’s achievement including targeted learning support for students who need this.
The school has a strong relationship with the local community, including local iwi . Learners have a sense of belonging and are proud of their school.
Key priorities
Improve and sustain high levels of regular attendance for all students.
Strengthen assessment systems to better support teaching and learning to achieve increased equity in literacy and mathematics outcomes.
Expand school systems and processes to support high quality teaching and achievement as the school continues to grow.
Actions to bring about improvement
Within six months:
the school Board and leaders develop targeted strategies to improve regular attendance
leaders and teachers review current assessment and moderation practices to streamline their use schoolwide
leaders identify and strengthen areas where systems are informal in relation to teaching and learning programmes
Annually:
leaders and the school Board evaluate and report on the impact of the attendance plan strategies on improving regular attendance
leaders and teachers strengthen assessment systems to align with literacy and mathematics teaching and learning programmes
leaders embed formal systems across teaching, learning, and operations to continue to improve learner outcomes.
Expected outcomes
Increased regular attendance schoolwide.
Curriculum-aligned assessment used to better inform teaching and learning.
Schoolwide systems support ongoing improvements in teaching and learning outcomes and future roll growth.
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
At the time of this review there were 4 international students attending the school, and 0 exchange students.
International learners at Ahutoetoe School are fully included in the life of the school. They are well supported and form positive relationships with their peers and teachers. The school is responsive to feedback to improve the quality of its provision from parents and the learners themselves. 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
24 February 2026
Read the full report on ero.govt.nz →
All 1 report 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).