Freemans Bay School
Contributing · State
- Year levels
- 1–6
- Total roll
- 607
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Wellington Street, Freemans Bay, Auckland
- Territorial authority
- Waitematā Local Board Area
- Phone
- 09-3601572
- admin@freemansbay.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.
- Term dates
- Term 2, 2026: Monday 20 April – Friday 3 July
| Term 2, 2026 | | | Monday 20 April | First day of Term 2 | | Friday 29 May | Teacher Only Day (NO STUDENTS at school) | | Friday 3 July | Last day of Term 2 |
- Term 3, 2026: Monday 20 July – Friday 25 September
| Term 3, 2026 | | | Monday 20 July | First day of Term 3 | | Friday 25 September | Last day of Term 3 |
- Term 4, 2026: Monday 12 October – Friday 18 December
| Term 4, 2026 | | | Monday 12 October | First day of Term 4 | | Friday 18 December | Last day of Term 4 |
- Term 1, 2027: Wednesday 3 February – Friday 9 April
| Term 1, 2027 | | | Tuesday 2 February | Whānau Day | | Wednesday 3 February | First full day of Term 1 | | Friday 9 April | Last day of Term 1 |
- Term 2, 2027: Tuesday 27 April – Friday 2 July
| Term 2, 2027 | | | Tuesday 27 April | First day of Term 2 | | Friday 2 July | Last day of Term 2 |
- Term 3, 2027: Monday 19 July – Friday 24 September
| Term 3, 2027 | | | Monday 19 July | First day of Term 3 | | Friday 24 September | Last day of Term 3 |
- Term 4, 2027: Monday 11 October – Friday 17 December
| Term 4, 2027 | | | Monday 11 October | First day of Term 4 | | Friday 17 December | Last day of Term 4 |
- Term 2, 2026: Monday 20 April – Friday 3 July
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 school vision is:
- To create a stimulating, inclusive learning environment which engages, empowers and enriches learners to prepare them for their future world.
- International students
- Accepted, as stated
If you are enrolling as an International Student, please contact our office staff for an International Student Pack and to book an appointment.
- 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
- drums
We currently have lessons for drums and keyboard.
- keyboard
We currently have lessons for drums and keyboard.
- private guitar lessons
Paul Barry provides private guitar lessons on Thursdays.
- drums
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 106
- Māori
- 63
- Pacific
- 39
- Asian
- 435
- MELAA
- 46
- Other
- 6
- 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 | 8 | 11 | 65 | 9 | 2 | 15 | 2 | 93 |
| Year 02 | 5 | 4 | 78 | 7 | 3 | 16 | 0 | 103 |
| Year 03 | 8 | 6 | 72 | 9 | 1 | 22 | 1 | 101 |
| Year 04 | 8 | 6 | 52 | 7 | 1 | 16 | 0 | 72 |
| Year 05 | 11 | 10 | 70 | 6 | 3 | 18 | 1 | 102 |
| Year 06 | 6 | 9 | 85 | 6 | 2 | 18 | 3 | 113 |
| Year 07 | 0 | 0 | 5 | 2 | 0 | 1 | 0 | 8 |
| Total | 46 | 46 | 427 | 46 | 12 | 106 | 7 | 592 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 9 | 61 | 9 | 2 | 15 | 2 | 87 |
| Age 06 | 6 | 6 | 81 | 7 | 2 | 16 | 0 | 107 |
| Age 07 | 8 | 6 | 70 | 8 | 2 | 21 | 1 | 98 |
| Age 08 | 7 | 5 | 55 | 8 | 1 | 16 | 0 | 76 |
| Age 09 | 12 | 11 | 69 | 6 | 3 | 19 | 1 | 102 |
| Age 10 | 6 | 9 | 86 | 6 | 2 | 18 | 3 | 114 |
| Age 11 | 0 | 0 | 5 | 2 | 0 | 1 | 0 | 8 |
| Total | 46 | 46 | 427 | 46 | 12 | 106 | 7 | 592 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
73.7%
| Freemans Bay School | 73.7% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 43.1% |
|---|---|
| Male | 99.2% |
| Māori | 133.3% |
| Pacific | 286.6% |
| Asian | 44.5% |
| Other | 55.4% |
| European/Pākehā | 86.1% |
| Total | 73.7% |
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%
| Freemans 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%
| Freemans 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)
- 408
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Major urban area
- Date opened
- 25 January 1888
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
- 2 March 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (8 December 2022)
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 8 December 2022 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.
What this report states about the school
As stated in ERO’s report of 2 March 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for learners in Years 1 to 6
- Years 1 to 6
- Bilingual or immersion provision
- Māori medium pathway through Whānau Ata, alongside English medium
Learners are offered two learning pathways, Māori medium through Whānau Ata , and English medium.
- Māori medium pathway through Whānau Ata, alongside English medium
What ERO wrote in its latest report
This is ERO’s report of 2 March 2026 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School 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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the School
Freemans Bay School provides education for learners in Years 1 to 6. The school’s roll of 662 includes 66% Asian and 22% New Zealand European/ Pākehā . Learners are offered two learning pathways, Māori medium through Whānau Ata , and English medium.
A smaller number of learners are Māori , of Pacific heritage and other ethnic backgrounds. The valued outcomes are based on a vision to create a stimulating, inclusive learning environment that engages, empowers, and enriches ākonga to prepare them for the future world.
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
Improvement and progress
This section is about the progress the school has made since the December 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school expected to see improved teacher capability and shared understanding of effective teaching practices to drive positive progress and achievement for all learners - especially Māori , Pacific, supported learners, and those below curriculum expectation.
Findings
The school demonstrates a clear commitment to strategic professional development focused on building teaching capability and shared understanding. Evidence shows accelerated learning and improved achievement outcomes for Māori and Pacific learners, indicating that targeted strategies and effective teaching practices have a positive impact.
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
How well are learners succeeding? The school is working towards high levels of success and progress for all learners.
What is the quality of teaching and learning? Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing, mathematics and pānui, tuhituhi, pāngarau .
How well does the school curriculum respond to all learners needs? Learners have sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain skills in foundational skills in literacy, mathematics, te reo matatini and pāngarau . Learners with complex needs are well supported to achieve their education goals.
How well does school planning and conditions support ongoing improvement? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.
How well does the school include all learners and promote their engagement and wellbeing? The school successfully promotes learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.
Student Health and Safety The school board is taking reasonable steps to ensure student health and safety.
Achievement in Years 0 to 6
This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%
Reading A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Rumaki /Reo Rua
Pānui ERO was unable to verify the extent to which learners meet or exceed the expected curriculum level.
Tuhituhi ERO was unable to verify the extent to which learners meet or exceed the expected curriculum level.
Pāngarau ERO was unable to verify the extent to which learners meet or exceed the expected curriculum level.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The small majority of learners attend school regularly.
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing their use of assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how well the school supports all learners to make sufficient progress.
Freemans Bay School operates within a dynamic and multicultural environment. The school attracts a significant number of overseas families due to its central location and inclusive education. A highly transient student population impacts on progress, achievement and attendance, influenced by travel and relocation.
The school has good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
Rumaki / Reo Rua outcomes and conditions to support learner success
This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki/Reo Rua classroom/s within in English medium schools.
Learner success and wellbeing
Whānau Ata ākonga experience a rich, culturally grounded curriculum that strengthens and enhances te reo Māori learning.
Achievement data is not yet measured against curriculum expectations. Time in immersion outcomes show ākonga are progressing in pānui, tuhituhi and pāngarau . Regular attendance for ākonga in Whānau Ata is behind the government target.
Whānau Ata ākonga experience Māori medium education through established pathways that support continuity and progression.
Conditions to support learner success
A positive relational culture fosters trust and engagement between kura, ākonga and whānau .
Ākonga actively participate in collaborative learning and demonstrate agency and self-management, supported by strong language acquisition and culturally affirming practices.
High whānau engagement fosters a strong sense of belonging and partnership.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement .
Areas of Strength
Learner’s progress and achievement are accelerated through differentiated and culturally responsive teaching, supported by staff use of reliable tracking systems.
The school is integrating structured literacy and mathematics within a broad and balanced curriculum that reflects local contexts.
Learners are engaged, confident, and actively participate in learning through collaborative practices and culturally inclusive environments.
A strong culture of collaboration is evident, reflected in co-teaching practices, shared responsibility for all learners, and strategic professional learning that builds teacher capability.
The School Boord consistently reviews a wide range of data and school information to identify strategic objectives and prioritise areas for improvement.
Regular and intentional review processes create a strong culture of continuous improvement, ensuring strategic priorities remain focused on improving outcomes for learners.
Key priorities
Embed implementation of The New Zealand Curriculum and align assessment tools with the school’s existing assessment strategy to strengthen programme design and data-informed teaching.
Strategically plan for the implementation of the curriculum and measure achievement against curriculum level expectations in Whānau Ata .
Collectively engage in data-informed dialogue and reflection to clearly see the impact of teaching practices.
Increase learners feedback in evaluation of the effectiveness of teaching and learning programmes.
Monitor initiatives to improve higher levels of regular attendance for all learners.
Actions to bring about improvement
Within six months:
ensure assessment tools align with the school’s assessment strategy
increase capacity of interpreting and using data to inform practice
gather rich, narrative feedback to understand learners experiences of teaching and learning
refine attendance targets to accelerate attendance towards government target
governance, leadership, kaiako and whānau co-construct strategic priorities for Whānau Ata
Every six months:
senior leaders and staff scrutinise learners progress and use information to inform next steps for planning of learning
senior leaders capture learners voice around curriculum content and delivery; use this information to ensure the continued growth of responsive teaching practices
senior leaders monitor attendance trends, report to the School Board and continue to address ongoing challenges collaboratively
the School Board and leaders track, monitor and evaluate ākonga progress against actions in the strategic plan for Whānau Ata
Annually:
leaders evaluate the impact of curriculum and assessment alignment on learner outcomes, report to the School Board to inform decision making
leaders to analyse learners voice on the effectiveness of teaching and learning
leaders analyse and report attendance patterns to the School Board and respond accordingly
leaders evaluate the impact of the strategic priorities for improving ākonga outcomes in Whānau Ata and report to the School Board to inform direction.
Expected outcomes
Improved achievement outcomes against curriculum level expectations for Whānau Ata ākonga .
Improved progress, achievement and equity for all learners.
Assessment tools provide accurate, reliable data that is used well.
Increased rates of regular attendance.
Regulatory and legislative requirements
This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.
Board Assurance with Regulatory and Legislative Requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Provision for International Students
This section is about the quality of the provision of education for international students enrolled at the school .
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Students) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.
At the time of this review 12 international students attended the school.
Processes for annual self-review and pastoral care are effective and well-integrated for compliance to the Code and student wellbeing and inclusion. Reviews are collaborative and evidence informed. Induction and cultural support are robust. International students participate fully in learning and school life. Education and pastoral care support international students to be part of the school community.
The next public report on ERO’s website will be a School Report and is due within four 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
Sharon Kelly Director of Schools 2 March 2026 Sharee Hemingway Director Ākonga Māori 2 March 2026
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).