Hauraki School
Contributing · State
- Year levels
- 1–6
- Total roll
- 505
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 82 Jutland Road, Takapuna, Auckland
- Territorial authority
- Devonport-Takapuna Local Board Area
- Phone
- 09-4894568
- office@hauraki.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
Our school uniform is compulsory for all students entering the school and it is expected that this be worn correctly and with pride.
- Required
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
Each year we welcome some non-resident international students and offer opportunities for long periods of study for Year 1-6 students, i.e. 5-11 years of age.
- Accepted, as stated
- Voluntary donation
- $390 per annum for one child at the school, $370 each child for two or more children
The parent contribution is set as follows: - One child at the school $390 per annum - Two or more children $370 each child
- $390 per annum for one child at the school, $370 each child for two or more children
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
- Basketball for years 5/6
Basketball for years 5/6 – children can play one or two semesters, March-June and July-December.
- Hockey for years 3-6
Hockey for years 3-6 played in terms 2 and 3.
- Netball for years 2-6
Netball for years 2-6 played in terms 2 and 3.
- Touch rugby for years 2-6
Touch rugby for years 2-6 played for 8 weeks in term 4.
- Tackle rugby normally for years 5 and 6
Tackle rugby normally for years 5 and 6.
- Rippa rugby for years 3-6
Rippa rugby for years 3-6 in terms 2 and 3.
- Soccer for year 4-6
Soccer for year 4-6 in terms 2 and 3.
- Cricket for years 4-6
Cricket for years 4-6 in term 1.
- Cross country
Cross country is part of the P.E. programme in term 2 that culminates in an annual school event in term 2.
- Athletics
Athletics is also part of the P.E. programme that culminates in an annual event in term 4.
- Waterwise is a sailing programme for all year 6 students
Waterwise is a sailing programme for all year 6 students that takes place fortnightly in terms 1 and 4.
- Gymnastics for years 3-6
Gymnastics for years 3-6 in term 4 that includes participating in a North Shore Schools competition.
- Jump Jam
Jump Jam is normally on offer also.
- Water polo
Water polo is an option for years 3-6, dependent on parent availability to manage.
- Middle and Senior choirs
There are Middle and Senior choirs that have regular opportunities to perform.
- two orchestras
In addition, there are two orchestras, a marimba group and a rock band.
- a marimba group
In addition, there are two orchestras, a marimba group and a rock band.
- a rock band
In addition, there are two orchestras, a marimba group and a rock band.
- Individual tuition for a variety of instruments
Individual tuition for a variety of instruments is available on a user-pay basis outside school hours.
- Kapa Haka for juniors and seniors
Kapa Haka for juniors and seniors, Jump Jam and gymnastics are also offered on a regular basis.
- a school musical production which is performed biennially
A highlight is a school musical production which is performed biennially and in between, other performances feature.
- An annual speech competition
An annual speech competition involves all Middle and Senior students and each year successful Senior students enter the Devonport inter-school competition.
- Basketball for years 5/6
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 302
- Māori
- 33
- Pacific
- 7
- Asian
- 201
- MELAA
- 24
- Other
- 19
- International
- 6
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 | 1 | 1 | 29 | 4 | 2 | 50 | 1 | 79 |
| Year 02 | 4 | 1 | 24 | 4 | 1 | 50 | 1 | 77 |
| Year 03 | 4 | 0 | 24 | 1 | 0 | 46 | 1 | 68 |
| Year 04 | 6 | 2 | 40 | 6 | 1 | 54 | 1 | 96 |
| Year 05 | 10 | 3 | 31 | 5 | 1 | 57 | 0 | 93 |
| Year 06 | 5 | 2 | 33 | 4 | 0 | 50 | 2 | 84 |
| Year 07 | 1 | 0 | 3 | 1 | 0 | 8 | 1 | 13 |
| Total | 31 | 9 | 184 | 25 | 5 | 315 | 7 | 510 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 1 | 26 | 2 | 2 | 47 | 0 | 70 |
| Age 06 | 4 | 1 | 26 | 5 | 1 | 50 | 2 | 82 |
| Age 07 | 3 | 0 | 25 | 2 | 0 | 43 | 1 | 66 |
| Age 08 | 8 | 2 | 40 | 6 | 1 | 57 | 1 | 99 |
| Age 09 | 8 | 3 | 30 | 5 | 1 | 55 | 0 | 90 |
| Age 10 | 6 | 2 | 33 | 4 | 0 | 50 | 2 | 84 |
| Age 11 | 1 | 0 | 4 | 1 | 0 | 13 | 1 | 19 |
| Total | 31 | 9 | 184 | 25 | 5 | 315 | 7 | 510 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Hauraki 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%
| Hauraki 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%
| Hauraki 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)
- 353
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 29 October 1954
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
- 3
- Last reviewed
- 7 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 7 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for students in Years 1 to 6
- Years 1 to 6
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 505 — 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.
November 2019
524
Counted while ERO’s review team was at the school. Education Review Office, report of 4 March 2020
May 2015
420
Counted while ERO’s review team was at the school. Education Review Office, report of 5 June 2015
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 7 May 2025 — “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.
About the School
Hauraki School provides education for students in Years 1 to 6. The school’s vision is “ in a culture of excellence, students learn to know, to do, to be, and to live together” . School values are based on the Hauraki acronym: hauora, assertiveness, understanding, respect, accountably, kindness, and integrity.
The school’s roll is 478 students and serves a multicultural community. The ethnic composition is New Zealand European/ Pākehā 43%, Asian 35%, Māori 6% and other ethnic groups 16%.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.
What is the quality of teaching and learning? Learners benefit from excellent quality teaching practice that improves progress and achievement in reading, writing and mathematics.
How well does the school curriculum respond to all learners needs? Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in literacy and mathematics. 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 high quality education for learners are driving excellent school performance.
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 and 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 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
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
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school has good quality planning to increase the rate of progress for all groups of students.
The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has significantly extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is meeting Government reading, writing and mathematics targets set for 2030.
Part B: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Effective teaching in literacy, communication and mathematics promotes engagement and success for learners. Teachers use high-quality data and evidence to pursue improvement goals and targets, with a sustained focus on accelerating progress of all learners .
Students express a strong sense of belonging and pride in their school that supports their wellbeing and engagement with learning. Students confidently communicate what they are learning and why. They experience a rich curriculum that values their languages, cultures and identities.
Leaders and staff foster and sustain a positive culture underpinned by embedded school values and driven by clear strategic planning and well targeted professional development. Robust evidence, review and evaluation guides strategic decision making and sustains ongoing improvement for students.
Key priorities and actions for improvement
The agreed next steps for the school are to:
further embed ongoing use of new research of innovative effective teaching practices in literacy and numeracy to achieve excellence in student progress and achievement, guided by a holistic world view.
continue to integrate the principles of Te Tiriti o Waitangi and understanding to build student knowledge of Te Ao Māori
track and monitor student attendance and engage with whānau and family to reach and exceed Government attendance targets.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
report to the board on the student progress and achievement in structured literacy and numeracy practices to ensure ongoing adjustments that lead to student success and achievement
integrate the principles of Te Tiriti o Waitangi into learning programmes
monitor and report to the board attendance on the impact of initiatives for improving regular attendance and adjust strategies to support further increases
Annually:
continue to evaluate the impact of literacy and numeracy approaches on student progress and achievement to plan for future professional development aligned to school learning models and strategic decisions
evaluate students’ knowledge and understanding of te ao Māori using the principles of Te Tiriti o Waitangi through the school curriculum report annual attendance to the board including the impact of initiatives for improving regular termly attendance to meet government targets.
Actions taken against these next steps are expected to result in:
students experiencing sustained high levels of progress and achievement in literacy and mathematics
students growing and broadening their knowledge and their understanding of te ao Māori
increased student regular attendance.
Background
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) 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 t here were 9 international students attending the school.
International students benefit from the positive and inclusive relationships evident throughout the school. They participate fully in all areas of school life and make good progress whilst enrolled at Hauraki School.
A robust buddy scheme and significant additional teaching and learning in English as a second language is provided for all international students. Students report that they feel successful, happy and included at Hauraki School and have a strong sense of belonging.
The school’s internal evaluation process for supporting international students' educational opportunities continues to be comprehensive. School governance and leadership are well informed about international students’ wellbeing, learning and engagement.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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 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
Sharon Kelly Acting Director of Schools
7 May 2025
Education Counts
This 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 3 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).