Blockhouse Bay School
Contributing · State
- Year levels
- 1–6
- Total roll
- 527
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 584 Blockhouse Bay Road, Blockhouse Bay, Auckland
- Territorial authority
- Whau Local Board Area
- Phone
- 09-6279940
- office@blockhousebay.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.
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
We welcome families from overseas to enrol their children to be part of Blockhouse Bay Primary School and our local community.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 85
- Māori
- 27
- Pacific
- 41
- Asian
- 391
- MELAA
- 15
- Other
- 0
- International
- 1
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 | 8 | 55 | 2 | 0 | 16 | 0 | 71 |
| Year 02 | 7 | 7 | 52 | 2 | 0 | 17 | 0 | 79 |
| Year 03 | 6 | 11 | 54 | 1 | 0 | 14 | 0 | 77 |
| Year 04 | 4 | 3 | 58 | 3 | 0 | 15 | 0 | 80 |
| Year 05 | 4 | 9 | 76 | 1 | 0 | 16 | 0 | 100 |
| Year 06 | 6 | 4 | 68 | 1 | 1 | 8 | 0 | 85 |
| Year 07 | 2 | 2 | 9 | 0 | 0 | 1 | 0 | 13 |
| Total | 33 | 44 | 372 | 10 | 1 | 87 | 0 | 505 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 8 | 51 | 2 | 0 | 16 | 0 | 67 |
| Age 06 | 7 | 6 | 55 | 2 | 0 | 16 | 0 | 80 |
| Age 07 | 5 | 12 | 50 | 1 | 0 | 13 | 0 | 75 |
| Age 08 | 5 | 3 | 62 | 3 | 0 | 17 | 0 | 84 |
| Age 09 | 4 | 9 | 74 | 1 | 0 | 15 | 0 | 97 |
| Age 10 | 6 | 4 | 71 | 1 | 1 | 9 | 0 | 89 |
| Age 11 | 2 | 2 | 9 | 0 | 0 | 1 | 0 | 13 |
| Total | 33 | 44 | 372 | 10 | 1 | 87 | 0 | 505 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
19.6%
| Blockhouse Bay School | 19.6% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 41.7% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 102% |
| Total | 19.6% |
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
9%
| Blockhouse Bay School | 9% |
|---|---|
| Auckland Region | 3% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 19.8% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 45.5% |
| Total | 9% |
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%
| Blockhouse Bay 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)
- 370
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1905
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
- 13 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (13 December 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 13 December 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 527 — 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.
September 2019
604
Counted while ERO’s review team was at the school. Education Review Office, report of 13 December 2019
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 13 December 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
Blockhouse Bay School in Auckland serves a diverse community of learners in Years 1 to 6 . The school’s vision is ‘ Ka tae mai he manu pī, ka puta he manu rere – arrive a fledgling, leave soaring.’
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
Outcomes for most learners are increasingly equitable and excellent.
Most learners achieve at or above expected curriculum levels in reading and mathematics; the large majority achieve in writing.
A priority for the school is to improve equitable outcomes for Pacific learners in reading; boys in writing; Māori learners in mathematics.
Students with additional learning needs are well supported to make progress in relation to their individual learning goals.
Attendance information shows the school meets national Ministry of Education targets.
Conditions to support learner success
Strategic and collaborative leadership create highly effective conditions for learners to succeed.
Leaders promotes a culture of relational trust and respectful relationships at all levels of the school, supporting conditions for collaboration and good quality teaching.
Leaders and teachers work successfully together to strengthen shared understandings of what good quality teaching and learning is, so learners experience success schoolwide.
Senior leaders liaise closely with each other and with teachers to provide targeted oversight of curriculum and teaching that focuses on improving positive learning outcomes.
Curriculum and teaching approaches effectively respond to learners’ strengths, different needs and interests.
Learners have rich opportunities to learn through a curriculum that fosters creativity and a broad range of learning experiences.
Staff are increasingly embedding mātauranga Māori and te reo Māori through the curriculum to promote learners’ language, culture and identity.
Teachers regularly use assessment information to inform and design teaching and learning programmes to effectively meet the needs of learners.
Coherent organisational conditions promote a culture of ongoing improvement.
Leaders and teachers have built strong reciprocal relationships with whānau and community that contribute to improving positive outcomes for learners.
The board intentionally seeks community input in all aspects of school planning to support ongoing improvement.
The board appropriately resources targeted professional learning and development aligned to strategic goals and priorities.
Part B: Where to next?
The agreed next steps for the school are to:
accelerate learning progress for Pacific learners and boys in literacy, and for Māori learners in mathematics
implement clear expectations that define how a school culture of ‘speaking and listening’ can be further enhanced to meet the needs of diverse learners in culturally appropriate ways
continue to develop and embed practices and procedures focused on building learners’ social skills and the wellbeing of learners
further determine and embed collaborative teacher practices and high levels of attendance that improve positive outcomes for learners.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
finalise and implement collaborative teaching guidelines to improve learner outcomes.
Every six months:
continue to monitor the impact of teaching and learning strategies that accelerate learner progress for groups of students
identify core elements needed to develop and refine school expectations of a culture that promotes and values speaking and listening
develop a framework to support teachers to teach social skills and enhance learner wellbeing.
Annually:
evaluate achievement outcomes in literacy and mathematics for boys, Pacific and Māori learners and determine next steps
review and embed the speaking and listening culture schoolwide
gather feedback from teachers on collaborative teaching practices and their impact on learner outcomes and use the information to determine what worked well, for who, and where to next
evaluate the effectiveness of the social skills teaching framework and attendance rates and use this information to identify next steps.
Actions taken against these next steps are expected to result in:
accelerated progress and positive achievement for Pacific and Māori learners, and for boys in writing
a cohesive speaking and listening culture visible across the school
effective collaborative teaching practice and high attendance rates embedded schoolwide.
improved social skills taught from when a learner begins at school.
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
13 December 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).