Clendon Park School
Contributing · State
- Year levels
- 1–6
- Total roll
- 735
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 145 Rowandale Avenue, Manurewa, Auckland
- Territorial authority
- Manurewa Local Board Area
- Phone
- 09-2676671
- office@clendonpark.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
Not stated on the school’s website.
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
- Our vision for the students of Clendon Park School is outlined in our Vision Statement;
- "Students will have the opportunity to experience the passion for learning within Clendon Park School preparing them with the knowledge, skills and values to respond and positively interact within local, national and global communities throughout their lives."
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
- kapa haka teams
Check out the gallery below of our kapa haka teams.
- kapa haka teams
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 51
- Māori
- 302
- Pacific
- 432
- Asian
- 45
- MELAA
- 7
- 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 | 34 | 56 | 6 | 0 | 0 | 4 | 0 | 79 |
| Year 02 | 47 | 57 | 10 | 2 | 0 | 10 | 0 | 90 |
| Year 03 | 48 | 65 | 7 | 1 | 0 | 9 | 0 | 97 |
| Year 04 | 37 | 49 | 4 | 3 | 0 | 6 | 0 | 75 |
| Year 05 | 47 | 69 | 5 | 1 | 0 | 11 | 0 | 101 |
| Year 06 | 33 | 36 | 5 | 0 | 0 | 5 | 0 | 65 |
| Year 07 | 43 | 73 | 7 | 0 | 0 | 9 | 0 | 111 |
| Year 08 | 41 | 66 | 9 | 5 | 0 | 7 | 0 | 109 |
| Total | 330 | 471 | 53 | 12 | 0 | 61 | 0 | 727 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 30 | 51 | 5 | 0 | 0 | 2 | 0 | 70 |
| Age 06 | 44 | 53 | 10 | 0 | 0 | 12 | 0 | 84 |
| Age 07 | 46 | 64 | 8 | 2 | 0 | 8 | 0 | 96 |
| Age 08 | 45 | 50 | 4 | 4 | 0 | 7 | 0 | 82 |
| Age 09 | 39 | 64 | 5 | 1 | 0 | 8 | 0 | 89 |
| Age 10 | 42 | 49 | 5 | 0 | 0 | 8 | 0 | 85 |
| Age 11 | 37 | 60 | 7 | 0 | 0 | 7 | 0 | 93 |
| Age 12 | 40 | 60 | 6 | 3 | 0 | 6 | 0 | 98 |
| Age 13 | 6 | 19 | 3 | 1 | 0 | 3 | 0 | 28 |
| Age 14 | 1 | 1 | 0 | 1 | 0 | 0 | 0 | 2 |
| Total | 330 | 471 | 53 | 12 | 0 | 61 | 0 | 727 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Clendon Park 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%
| Clendon Park 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%
| Clendon Park 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)
- 525
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori or a Pacific language
- Urban / rural
- Major urban area
- Date opened
- 25 January 1971
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
- 4 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (4 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 4 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 735 — 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.
June 2015
586
Counted while ERO’s review team was at the school. Education Review Office, report of 12 November 2015
May 2011
514
Counted while ERO’s review team was at the school. Education Review Office, report of 21 June 2011
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 4 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
Clendon Park School is a large urban Year 1 to 8 contributing primary school in south Auckland.
The school provides bilingual education with te reo Māori in ‘ Te Whanau Āwhina ’ and gagana Samoa in ‘ Tautua Mo Tupulaga ’. The local community marae, Whare Āwhina, is a focal point for many school, iwi and community events. A satellite class of Rosehill School and an Early Childhood Service, ‘ Mokopuna ’, are onsite.
The school aims to enact its values ‘Commitment + Pride = Success’.
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
Achievement and wellbeing outcomes are improving for some students.
A small majority of students are achieving to curriculum expectations in reading; less than half are achieving to expectations in writing and mathematics.
Students with additional needs are supported to achieve through inclusive school practices and less than half make expected progress.
A small majority of students attend school regularly and the school is progressing towards meeting the Ministry of Education attendance target.
Conditions to support learner success
Leaders plan strategically to promote ongoing improvement.
School leaders monitor the effectiveness of teachers’ practices to improve students’ learning outcomes.
Leaders know the school community well and work together to achieve parent and whānau aspirations for their children’s success.
Distributed leadership provide teachers with opportunities to strengthen their practice and focus on raising overall student achievement.
Learners have sufficient opportunities to learn in an increasingly responsive curriculum.
Students have access to a broad range of learning opportunities including education outside the classroom to access the breadth and depth of the curriculum.
Teachers have high expectations and are increasingly adapting programmes to promote students' success.
Students are assessed each term in reading, writing and mathematics; teachers identify and respond to students’ learning needs and adapt their teaching practices.
The board and school leaders are embedding systems and processes that strategically improve key conditions for students’ success.
Students' language, culture and identity is valued, promoting a strong sense of belonging.
Culturally powerful connections with whānau and iwi promote engagement and partnership between the school and families.
The board actively supports the school to achieve strategic goals, including raising student achievement as a key priority.
Inquiry and evaluation processes for school improvement are well-established in a range of areas to build teacher capability and promote students’ engagement in learning.
Rumaki /Bilingual Outcomes and Condition to Support Learner Success
Clendon Park School provides Māori medium bilingual and immersion education for 158 tamariki. Te Whānau Āwhina consists of eight classes ranging from Years 0 to 8. Student learning is supported in Te Whānau Āwhina by eight kaiako.
Learner success and wellbeing
Tamariki demonstrate confidence leading tikanga practices.
Robust analysis of assessment information informs differentiated teaching and learning programmes.
Whānau feel that kaiako know their tamariki and are committed to their individual aspirations.
Tamariki are beginning to develop a sense of connection and understanding of their tūrangawaewae .
Conditions to support learner success
Opportunities for tamariki to apply skills and knowledge in authentic te ao Māori learning environments.
Reviewing assessment practices strengthens how student achievement information is used.
Promoting an inclusive caring culture with a focus on well-being, diversity, and celebrating success.
Tamariki and whānau are being supported and encouraged to reconnect to their own whakapapa.
Part B: Where to next?
The agreed next steps for the school are to:
monitor and improve students’ attendance levels to raise their engagement and achievement
continue to implement and review teaching, learning and assessment approaches in reading, writing and mathematics to improve students’ learning outcomes
provide ongoing review and design of the school’s curriculum to further develop engaging and challenging reading, writing, mathematics and science programmes that encourage students’ active participation in their learning
strengthen kaiako scaffolding skills through te reo Māori using differentiated teaching practices.
The agreed actions for the next improvement cycle and timeframes are as follows:
Within six months:
review and implement strategies to improve attendance
implement consistent teaching, learning and assessment approaches in reading, writing and mathematics to improve students’ learning outcomes
continue to review the school’s curriculum reading, writing, mathematics and science programmes to further strengthen a responsive curriculum
design and implement a te reo Māori acceleration plan that includes kaiako differentiated skills to improve tamariki learning.
Every six months:
monitor and report regular student attendance to the board
continue to participate in professional learning in reading, writing and mathematics to engage students in their learning and to improve their learning outcomes
implement agreed teaching, learning and assessment approaches across the school to improve the consistency of teaching and learning
implement a responsive curriculum to further support engaging and challenging learning.
Annually:
school leaders will review and report on the effectiveness of teaching, learning and assessment of students’ reading, writing and mathematics learning outcomes
continue to set and report on annual achievement targets for reading, writing and mathematics and introduce attendance targets to the board
review the school’s curriculum to ensure students access engaging and challenging reading, writing, mathematics and science programmes
evaluate how well kaiako scaffolding skills through te reo Māori using differentiated teaching practices have been implemented.
Actions taken against these next steps are expected to result in:
improved rates of students' regular attendance
improvement in students’ overall achievement and progress in reading, writing and mathematics
ākonga having increased fluency in oral and written te reo Māori
well-established and effective teaching, learning and assessment approaches consistently implemented across the 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
4 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).