Cockle Bay School
Contributing · State
- Year levels
- 1–6
- Total roll
- 737
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Sandspit Road, Howick South, Auckland
- Territorial authority
- Howick Local Board Area
- Phone
- 09-534 8333
- office@cocklebay.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
It is compulsory for all children to wear the uniform
- Required
- Where to buy the uniform
- https://shop.johnrussellschoolwear.co.nz/shop/schools/cockle-bay-school/
New uniforms can be bought from [John Russell Schoolwear](https://shop.johnrussellschoolwear.co.nz/shop/schools/cockle-bay-school/)
- https://shop.johnrussellschoolwear.co.nz/shop/schools/cockle-bay-school/
- Term dates
- Term 1, 2026: Monday 2nd February – Thursday 2nd April
Term 1 : Monday 2nd February – Thursday 2nd April
Year stated asTerm Dates 2026
- Term 2, 2026: Monday 20th April – Thursday 2nd July
Term 2: Monday 20th April – Thursday 2nd July
Year stated asTerm Dates 2026
- Term 3, 2026: Monday 20th July – Friday 25th September
Term 3: Monday 20th July – Friday 25th September
Year stated asTerm Dates 2026
- Term 4, 2026: Monday 12th October – Tuesday 15th December
Term 4: Monday 12th October – Tuesday 15th December
Year stated asTerm Dates 2026
- Term 1, 2027: Tuesday 2nd February – Friday 9th April
Term 1 : Tuesday 2nd February – Friday 9th April
Year stated asTerm Dates 2027
- Term 2, 2027: Tuesday 27th April – Friday 2nd July
Term 2: Tuesday 27th April – Friday 2nd July
Year stated asTerm Dates 2027
- Term 3, 2027: Monday 19th July – Friday 24th September
Term 3: Monday 19th July – Friday 24th September
Year stated asTerm Dates 2027
- Term 4, 2027: Monday 11th October – Thursday 16th December
Term 4: Monday 11th October – Thursday 16th December
Year stated asTerm Dates 2027
- Term 1, 2026: Monday 2nd February – Thursday 2nd April
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 Values are known as the 4Cs – Collaboration, Continuous Improvement, Caring and Celebration.
- Our Values are wrapped around our Learner Profile and drive everything that we do. The 4Cs are part of the history of Cockle Bay School and continue to influence and inspire our teaching, learning, students, environment and leadership.
- International students
- Accepted, as stated
SHORT TERM INTERNATIONAL STUDENTS – We have filled all our spares for the start of the year and we are currently only accepting enrolment applications for July 2026.
- Accepted, as stated
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
- Chess Club
- Chess Club
- Soccer
- Soccer
- Ukulele Group
- Ukulele Group
- Senior Choir Y4 – 6
- Senior Choir Y4 – 6
- Lego Juniors
- Lego Juniors
- Science Club
- Science Club
- Robotics Club
- Robotics Club
- Peer Mediators
- Peer Mediators
- Orchestra
- Orchestra
- Senior Kapa Haka
- Senior Kapa Haka
- Junior Kapa Haka
- Junior Kapa Haka
- Marimba Band
- Marimba Band
- Enviro Team
- Enviro Team
- Rock Group
- Rock Group
- inflatable football
Throughout the year additional opportunities are offered to students such as inflatable football, scooter training and friendly competitions with local schools.
- scooter training
Throughout the year additional opportunities are offered to students such as inflatable football, scooter training and friendly competitions with local schools.
- Chess Club
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 329
- Māori
- 32
- Pacific
- 30
- Asian
- 364
- MELAA
- 14
- Other
- 28
- International
- 11
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 | 2 | 58 | 5 | 2 | 49 | 0 | 111 |
| Year 02 | 5 | 6 | 63 | 1 | 6 | 46 | 2 | 118 |
| Year 03 | 3 | 5 | 54 | 4 | 5 | 52 | 0 | 113 |
| Year 04 | 6 | 7 | 71 | 1 | 2 | 58 | 2 | 132 |
| Year 05 | 9 | 1 | 60 | 5 | 7 | 65 | 2 | 135 |
| Year 06 | 3 | 4 | 58 | 3 | 1 | 56 | 0 | 118 |
| Year 07 | 3 | 0 | 15 | 0 | 1 | 18 | 0 | 34 |
| Total | 34 | 25 | 379 | 19 | 24 | 344 | 6 | 761 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 2 | 53 | 5 | 2 | 47 | 0 | 103 |
| Age 06 | 6 | 6 | 64 | 1 | 6 | 46 | 2 | 120 |
| Age 07 | 3 | 5 | 58 | 4 | 5 | 52 | 0 | 117 |
| Age 08 | 6 | 7 | 72 | 0 | 2 | 60 | 2 | 134 |
| Age 09 | 9 | 1 | 60 | 6 | 6 | 64 | 2 | 134 |
| Age 10 | 3 | 4 | 57 | 3 | 2 | 57 | 0 | 119 |
| Age 11 | 3 | 0 | 15 | 0 | 1 | 18 | 0 | 34 |
| Total | 34 | 25 | 379 | 19 | 24 | 344 | 6 | 761 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
17.2%
| Cockle Bay School | 17.2% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 32.3% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 7.5% |
| Other | 108.3% |
| European/Pākehā | 13.7% |
| Total | 17.2% |
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%
| Cockle Bay 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%
| Cockle 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)
- 364
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 2 September 1956
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
- 17 February 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (17 February 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 17 February 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 737 — 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.
May 2016
759
Counted while ERO’s review team was at the school. Education Review Office, report of 13 July 2016
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 17 February 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 12 months of the Education Review Office and Cockle Bay 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
Cockle Bay School is in Howick, East Auckland and caters for learners in Years 1-6. Cockle Bay School’s vision is ‘ Children and their learning at the heart of all we do’ . Cockle Bay School partners with the Waipaparoa Kāhui Ako and has a long history of serving the local community.
Cockle Bay School’s strategic priorities for improving outcomes for learners are:
a local curriculum that is designed in partnership with the community, focussing on student progress, achievement, learner agency and wellbeing
ongoing commitment to partnerships with family, whānau, Waipaparoa Kāhui Ako and the wider community to support and enhance student learning
a bicultural, future focused learning environment that meets the needs of our school community, that ensures it is fully identifiable as a school of Aotearoa .
You can find a copy of the school’s strategic and annual plan on Cockle Bay School’s website.
ERO and the school are working together to evaluate how effectively the mathematics curriculum ensures equitable and excellent outcomes for all learners.
The rationale for selecting this evaluation is:
design of the local curriculum includes high learner expectations for all learners in mathematics progress and achievement
mathematics professional development is focused on problem solving and conceptual approaches to teaching and learning
the Cockle Bay School Learner Profile capabilities develop learners who experience equitable and excellent outcomes in mathematics.
The school expects to see a refreshed school wide mathematics curriculum plan implemented which will impact positively on the progress, achievement and engagement of all learners.
Strengths
The school can draw from the following strengths to evaluate how effectively the mathematics curriculum ensures equitable and excellent outcomes for all learners:
systems and processes support high quality teaching and learning which are embedded and coherent across the school
educationally powerful relationships have been developed with whānau and community
teachers and leaders work collaboratively to design a responsive curriculum which realises learner and community needs and aspirations.
Where to next?
Moving forward, the school will prioritise:
utilising mathematics assessment tools that support all learners and their agency
curriculum design that builds on mathematics best practice, and is implemented effectively across the school
systematic, collaborative school and teacher inquiry to further inform evaluative monitoring, process and practice.
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
17 February 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).