Birkdale Primary School
Contributing · State
- Year levels
- 1–6
- Total roll
- 195
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 10 Salisbury Road, Birkdale, Auckland
- Territorial authority
- Kaipātiki Local Board Area
- Phone
- 09-4837767
- office@birkdaleprimary.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
Birkdale Primary School has a uniform which is compulsory to wear.
- Required
- Where to buy the uniform
- https://birkdaleprimary.nzuniforms.com/catalog/uniform-1106467.htmx
Uniforms are available from [NZ Uniforms](https://birkdaleprimary.nzuniforms.com/catalog/uniform-1106467.htmx).
- https://birkdaleprimary.nzuniforms.com/catalog/uniform-1106467.htmx
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
- Vision/Te Tino Wāwata
- To grow bold learners who positively contribute to whānau, community and the world.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 77
- Māori
- 80
- Pacific
- 59
- Asian
- 32
- MELAA
- 10
- Other
- 0
- 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 | 10 | 8 | 4 | 4 | 0 | 7 | 0 | 26 |
| Year 02 | 8 | 6 | 3 | 3 | 2 | 16 | 0 | 30 |
| Year 03 | 21 | 10 | 4 | 2 | 1 | 19 | 0 | 37 |
| Year 04 | 14 | 8 | 2 | 0 | 0 | 12 | 0 | 25 |
| Year 05 | 8 | 10 | 6 | 0 | 0 | 12 | 0 | 29 |
| Year 06 | 11 | 13 | 8 | 3 | 0 | 15 | 0 | 32 |
| Year 07 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 2 |
| Total | 72 | 55 | 28 | 13 | 3 | 81 | 0 | 181 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 10 | 8 | 4 | 4 | 0 | 7 | 0 | 26 |
| Age 06 | 7 | 4 | 3 | 2 | 2 | 16 | 0 | 26 |
| Age 07 | 22 | 11 | 3 | 3 | 1 | 17 | 0 | 38 |
| Age 08 | 13 | 8 | 3 | 0 | 0 | 12 | 0 | 26 |
| Age 09 | 9 | 10 | 5 | 0 | 0 | 13 | 0 | 28 |
| Age 10 | 11 | 14 | 8 | 3 | 0 | 16 | 0 | 34 |
| Age 11 | 0 | 0 | 2 | 1 | 0 | 0 | 0 | 3 |
| Total | 72 | 55 | 28 | 13 | 3 | 81 | 0 | 181 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
51.6%
| Birkdale Primary School | 51.6% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 104.2% |
| Māori | 122.9% |
| Pacific | 83.9% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 60.5% |
| Total | 51.6% |
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%
| Birkdale Primary 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%
| Birkdale Primary 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)
- 473
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Major urban area
- Date opened
- 30 September 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
- 4
- Last reviewed
- 5 September 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (5 September 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 5 September 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 195 — 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.
December 2017
266
Counted while ERO’s review team was at the school. Education Review Office, report of 5 April 2018
August 2014
212
Counted while ERO’s review team was at the school. Education Review Office, report of 16 October 2014
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 5 September 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
Birkdale Primary School is on the North Shore of Auckland. It provides education for students from Years 1 to 6. Te Puāwaitanga provides Māori immersion learning for about one quarter of the school. The school’s vision is ‘to grow bold learners who positively contribute to whānau , community, the world.’ The current principal was appointed in Term 1 2022.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
The majority of students are making progress and achieving at expected levels.
Schoolwide information shows the large majority of learners, achieve at expected curriculum levels in reading and mathematics and a small majority of learners in writing; the school has yet to get equitable outcomes for Māori and Pacific learners.
In Te Puāwaitanga most students achieve at expected levels in reading and mathematics and the majority of learners at expected levels in writing.
Students’ experience a positive and increasingly supportive learning environment that enhances their wellbeing and acknowledges their culture, language and identity.
Attendance information shows the school is not yet meeting the Ministry of Education targets; leaders and staff connect with and provide support to families to improve attendance.
Conditions to support learner success
Leaders increasingly foster a culture committed to quality teaching and improving equity for all learners.
The principal continues to lead a well-managed change process to create a learning culture of inquiry, reflection and evaluation to improve student outcomes.
Leaders continue to develop highly focused way with teachers, a shared understanding of high-quality teaching and learning practices to accelerate student achievement.
Leaders use coaching strategies effectively and provide useful feedback, so that teachers focus on evidence-based teaching to improve student outcomes.
The school is taking appropriate steps to provide a responsive curriculum and consistently high-quality teaching practices.
Students experience a curriculum that is bicultural and clearly reflects their interests and supports their connectedness to the school.
Teachers engage in targeted professional development well aligned to school improvement priorities, to broaden responsive teaching and learning practices that support learner success and wellbeing.
Teachers confidently use individualised teaching practices and strategies to better engage learners, particularly for those learners at risk of not achieving.
Whānau relationships, wellbeing and te Tiriti o Waitangi are becoming increasingly embedded to support the school's improvement journey.
Teachers communicate regularly with whānau about their child’s strengths, needs and next learning steps that support home and school learning partnerships.
Student wellbeing is supported by teachers using restorative practices; this area is well led and supports learner relationships.
Teachers in Auraki (English medium) integrate te reo me ōna tikanga Māori into everyday classroom conversations and routines, to support learners' bicultural journey.
Rumaki /Bilingual Outcomes and Conditions to Support Learner Success
Learner success and wellbeing
Tamariki are confidently applying tikanga and te ao Māori practices.
Responsive teaching strategies support the individual needs of tamariki .
Tamariki have developed a strong sense of identity and belonging.
The provision of customised learning experiences is strengthening relational trust.
Conditions to support learner success
Te Puāwaitanga provides a positive, collaborative learning environment.
Te Marautanga o Aotearoa is used to contextualise learning.
Leadership and governance use innovative strategies to build the capacity and capability of kaiako .
Whānau support allows kaiako to focus on teaching and learning.
Part B: Where to next?
The agreed next steps for the school are to:
build on consistent and effective assessment practices to inform planning, teaching, and responding to learner progress
further embed processes that review and inquire into teaching strategies, that accelerate the achievement of those students at most risk of not achieving
strengthen learning partnerships with parents and whānau to improve attendance, learner progress and achievement
continue developing the marau-ā-rohe and Te Puāwaitanga Graduate Profile to support tamariki outcomes and meet whānau and community aspirations.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
review school assessment processes and practices to inform next steps in teaching and learning
track progress and measure impact of teaching and learning strategies, particularly for those students at risk of not achieving
extend learning partnerships between school and home that let whānau know how they can help with their child’s learning and improve attendance
monitor the progress of marau-ā-rohe and Te Puāwaitanga Graduate Profile.
Annually:
evaluate the use of school wide assessment tools, processes and practices to strengthen teaching and learning decisions
monitor the impact of specific teaching and learning strategies designed to meet the needs of individual learners and identify next steps
report on the progress of learning-centred partnerships with parents and whānau to increase attendance and engagement
evaluate the impact of marau-ā-rohe and Te Puāwaitanga Graduate Profile against whānau aspirations and improving learner outcomes.
Actions taken against these next steps are expected to result in:
evidence-based assessment tools used confidently throughout the school.
learning-centred partnerships that improve student attendance, engagement, and progress and achievement
reflective teachers select and use specific teaching strategies that meet the needs of individual learners
improved learner outcomes for Te Puāwaitanga tamariki based on whānau aspirations.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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
Shelley Booysen Director of Schools
5 September 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).