Chapel Downs School
Contributing · State
- Year levels
- 1–6
- Total roll
- 788
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 170 Dawson Road, Flat Bush, Auckland
- Territorial authority
- Howick Local Board Area
- Phone
- 09-2748002
- office@chapeldowns.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
The uniform must be worn neatly and with pride, following the guidelines set by the school. Students should be dressed in the correct uniform for both academic and extracurricular activities.
- Required
- Term dates
- Term 1, 2026: 27 January – 2 April 2026
Term 1: 27 January – 2 April 2026
- Term 2, 2026: 20 April – 3 July 2026
Term 2: 20 April – 3 July 2026
- Term 3, 2026: 20 July – 25 September 2026
Term 3: 20 July – 25 September 2026
- Term 4, 2026: 12 October – 8 December 2026
Term 4: 12 October – 8 December 2026
- Term 1, 2026: 27 January – 2 April 2026
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
- Quiet games
Quiet games for those who prefer a calm, indoor lunchtime.
- football
Sports activities such as football or touch rugby, led by staff members.
- touch rugby
Sports activities such as football or touch rugby, led by staff members.
- Kapa Haka Group
Kapa Haka Group for students to explore and perform traditional Māori culture.
- Pacific Island Group
Pacific Island Group to celebrate and engage with Pacific Island cultures.
- School Band
School Band and Choir for students interested in music and performance.
- Choir
School Band and Choir for students interested in music and performance.
- Chess
Chess for those who enjoy strategic thinking and games.
- Quiet games
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 60
- Māori
- 134
- Pacific
- 441
- Asian
- 275
- MELAA
- 46
- Other
- 4
- 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 | 22 | 66 | 51 | 2 | 1 | 14 | 0 | 123 |
| Year 02 | 25 | 61 | 56 | 7 | 0 | 12 | 0 | 129 |
| Year 03 | 28 | 77 | 54 | 7 | 1 | 15 | 0 | 142 |
| Year 04 | 14 | 55 | 40 | 6 | 0 | 4 | 0 | 105 |
| Year 05 | 21 | 70 | 45 | 3 | 0 | 8 | 0 | 131 |
| Year 06 | 14 | 56 | 38 | 8 | 0 | 4 | 0 | 108 |
| Year 07 | 0 | 16 | 5 | 1 | 0 | 1 | 0 | 22 |
| Total | 124 | 401 | 289 | 34 | 2 | 58 | 0 | 760 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 18 | 60 | 47 | 2 | 1 | 12 | 0 | 109 |
| Age 06 | 26 | 59 | 43 | 6 | 0 | 12 | 0 | 116 |
| Age 07 | 28 | 70 | 59 | 7 | 1 | 14 | 0 | 141 |
| Age 08 | 16 | 68 | 51 | 6 | 0 | 6 | 0 | 129 |
| Age 09 | 21 | 69 | 41 | 4 | 0 | 8 | 0 | 127 |
| Age 10 | 14 | 58 | 39 | 6 | 0 | 5 | 0 | 108 |
| Age 11 | 1 | 17 | 9 | 3 | 0 | 1 | 0 | 30 |
| Total | 124 | 401 | 289 | 34 | 2 | 58 | 0 | 760 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Chapel Downs School | 0% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Chapel Downs 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%
| Chapel Downs 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)
- 479
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 29 January 1985
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
- 22 March 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (22 March 2023)
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 22 March 2023 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 788 — 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.
April 2015
588
Counted while ERO’s review team was at the school. Education Review Office, report of 19 June 2015
November 2011
593
Counted while ERO’s review team was at the school. Education Review Office, report of 13 February 2012
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 22 March 2023 — “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 18 months of the Education Review Office and Chapel Downs 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
Context
Chapel Downs School is in East Auckland and caters for learners in Years 1-6. Chapel Downs School’s ‘Care, Nurture and Educate’ approach supports the school’s vision for ākonga and the community of ‘Achieving Together’.
Plans are in place for Chapel Downs School zoning extension and expected roll growth.
Chapel Downs School’s strategic priorities for improving outcomes for learners are:
Wellbeing, Hauora
Partnerships, Kotahitanga
Ākonga learning and achievement, Ako .
You can find a copy of the school’s strategic and annual plan on Chapel Downs School’s website.
ERO and the school are working together to evaluate initiatives that are contributing to improved attendance, engagement, progress, and achievement for all ākonga .
The rationale for selecting this evaluation is to:
identify strategies that work best for ākonga attendance and engagement at Chapel Downs School
know how effectively and consistently teachers integrate strategies into their practice that support all ākonga to attend, progress and achieve
build positively on community collaborations that enable ākonga to feel included, cared for, safe and secure and progress and achieve in their learning.
The school expects to see all ākonga regularly attending school and engaging in a responsive curriculum where progress and achievement is evident. Ākonga will be effectively supported by teachers, parents, whānau and community working together to care, nurture and educate.
Strengths
The school can draw from the following strengths to support its goal of school conditions that contribute to attendance, engagement, progress, and achievement for all ākonga :
a care, nurture and educate approach underpins a curriculum strong in foundational learning
ākonga demonstrate a strong sense of belonging and connection to the school
teachers share high expectations for ākonga progress, achievement, and wellbeing.
Where to next?
Moving forward, the school will prioritise:
continue to strengthen monitoring, regular evaluation and reporting of all ākonga attendance and engagement data including impacts on foundational learning areas
evaluate initiatives that impact positively on ākonga attendance and engagement, including shared understanding of, and consistency of practice
continue to strengthen shared understandings of curriculum goals, teaching and learning and ākonga wellbeing with whānau .
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.
Filivaifale Jason Swann Director Review and Improvement Services (Northern) Northern Region | Te Tai Raki
22 March 2023
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).