Hobsonville Point Primary School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 689
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 18 De Havilland Road, Hobsonville Point, Auckland
- Territorial authority
- Upper Harbour Local Board Area
- Phone
- 09-5570810
- not reported
- 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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 367
- Māori
- 28
- Pacific
- 29
- Asian
- 296
- MELAA
- 45
- Other
- 12
- 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 | 5 | 7 | 38 | 3 | 2 | 38 | 0 | 77 |
| Year 02 | 5 | 5 | 28 | 3 | 2 | 49 | 1 | 78 |
| Year 03 | 2 | 3 | 27 | 11 | 5 | 38 | 2 | 71 |
| Year 04 | 9 | 6 | 47 | 2 | 1 | 64 | 2 | 107 |
| Year 05 | 2 | 5 | 44 | 3 | 5 | 45 | 4 | 91 |
| Year 06 | 2 | 4 | 40 | 5 | 3 | 57 | 2 | 97 |
| Year 07 | 2 | 4 | 50 | 6 | 1 | 48 | 2 | 101 |
| Year 08 | 5 | 4 | 33 | 7 | 4 | 49 | 0 | 88 |
| Total | 32 | 38 | 307 | 40 | 23 | 388 | 13 | 710 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 6 | 36 | 2 | 2 | 35 | 0 | 72 |
| Age 06 | 7 | 4 | 24 | 4 | 2 | 46 | 1 | 70 |
| Age 07 | 2 | 5 | 33 | 10 | 5 | 44 | 2 | 83 |
| Age 08 | 9 | 6 | 45 | 3 | 1 | 62 | 2 | 105 |
| Age 09 | 2 | 5 | 45 | 3 | 4 | 45 | 4 | 92 |
| Age 10 | 2 | 4 | 40 | 5 | 4 | 57 | 2 | 96 |
| Age 11 | 2 | 3 | 43 | 6 | 1 | 42 | 1 | 88 |
| Age 12 | 2 | 3 | 30 | 7 | 2 | 42 | 1 | 78 |
| Age 13 | 3 | 2 | 11 | 0 | 2 | 15 | 0 | 26 |
| Total | 32 | 38 | 307 | 40 | 23 | 388 | 13 | 710 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
11.1%
| Hobsonville Point Primary School | 11.1% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 4.2% |
|---|---|
| Male | 18.8% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 15.9% |
| Other | 0% |
| European/Pākehā | 8.2% |
| Total | 11.1% |
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%
| Hobsonville Point Primary School | 0% |
|---|---|
| Auckland Region | 3% |
| Full Primary | 3.9% |
| 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%
| Hobsonville Point Primary School | 0% |
|---|---|
| Auckland Region | 1.4% |
| Full Primary | 1.7% |
| 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)
- 370
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 2013
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
- 19 July 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (19 July 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 19 July 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 689 — 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 2017
354
Counted while ERO’s review team was at the school. Education Review Office, report of 13 March 2018
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 19 July 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 6 months of the Education Review Office and Hobsonville Point Primary 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
Hobsonville Point Primary School’s vision is to create a stimulating, inclusive learning environment which empowers learners to contribute confidently and responsibly in our changing world. The school ‘s values of collaboration, personalised learning and relationships, innovative practice and authentic learning support the school vision.
Hobsonville Point Primary School’s strategic priorities for improving outcomes for learners are:
continue developing inclusive, culturally responsive and equitable learning practices and learning environments to meet the needs of all ākonga
continue to empower sustainable leadership by fostering a culture of continuous improvement, where every teacher is supported to develop their professional practice and collaboration, working together as a team towards the shared goal of improving ākonga outcomes
continue to provide quality professional development that promotes high quality, evidence-based teaching practices as well as creating a supportive and positive learning environment
continue developing a culture of data-informed decision making and effective communication, which enables educators to make evidence-based decisions, tailor interventions to meet the individual needs of students, and effectively communicate progress and impact to all stakeholders .
You can find a copy of the school’s strategic and annual plan on Hobsonville Point Primary School’s website.
ERO and the school are working together to evaluate the effectiveness of prioritising accelerated student learning and progress for all ākonga .
The rationale for selecting this evaluation is to revisit the educative purpose of the school and work collaboratively with new staff to align the school's vision and values, particularly in the context of recent disruptions. The school will continue to create a shared understanding and sense of direction for the school community and is committed to accelerating student learning, improving teacher practice, and building a culture of excellence, equity and innovation.
The school expects to see:
strengthened whānau relationships and community engagement
improved student outcomes and well-being by committing to developing the cognitive, emotional, social and physical growth of the child
strengthened teacher effectiveness and efficacy by providing ongoing professional development opportunities
higher levels of achievement and well-being by revisiting the school's educative purpose and values.
Strengths
The school can draw from the following strengths to support it in its goal to prioritise accelerated student learning and progress for each student:
ākonga are highly engaged, motivated, and well supported to develop important skills such as problem solving, critical thinking, collaboration, and creativity
a robust commitment to fostering ākonga cultural sensitivity through supporting ākonga culture, identity and language and effective support for ākonga who speak English as a second language
teachers develop engaging and challenging learning opportunities to meet the diverse needs of ākonga and ensure it is inclusive of the school’s teaching and learning practices and processes
ongoing professional development opportunities for teachers and regular evaluation and review of the school’s curriculum help ensure teaching remains relevant and responsive to changing ākonga needs and interests.
Where to next?
Moving forward, the school will prioritise:
in partnership with whānau and iwi re-design our dispositional curriculum
building the capacity of teachers to teach through inquiry
continuing to develop and embed systems that encourage open communication, collaboration, risk taking, experimentation and reflection
continuing to provide monitoring of student data, transparency of analysis and constructive action planning.
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.
Shelley Booysen Director of Schools
19 July 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).