Iqra School
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 224
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 7 Hugh Brown Drive, New Lynn, Auckland
- Territorial authority
- Whau Local Board Area
- Phone
- 09-8250041
- admin@iqra.school.nz
- Website
- https://www.iqra.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
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.
- School day starts
- 8:30am
Iqra school day starts at 8:30am and finishes at 3:30pm Monday to Friday.
- 8:30am
- School day ends
- 3:30pm
Iqra school day starts at 8:30am and finishes at 3:30pm Monday to Friday.
- 3:30pm
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 an important pillar of our school. They guide our school, our special character, and our staff. The values also inform our teaching and learning programme, and our way of being as a Islamic School within New Zealand. It is through our values that we strive to reach the vision of our school.
- Special character
- 0ur Islamic Special Character is the foundation on which drives our curriculum, teaching and learning and the teaching of Islam. It is the path guiding students on the journey of faith, knowledge, and personal growth. Rooted in the principles and teachings of Islam, our special character serves as the foundation upon which our educational institution is built.
- Voluntary donation
- $100 per year (Special Character Donation, optional)
| Student | Yearly Attendance Dues | Per Term | | 1st Child | $1,000 | $250 | | Special Character Donation (optional) | $100 | $25 |
- $100 per year (Special Character Donation, optional)
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 3
- Māori
- 0
- Pacific
- 7
- Asian
- 116
- MELAA
- 100
- Other
- 3
- 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 | 0 | 0 | 8 | 10 | 1 | 1 | 0 | 18 |
| Year 02 | 0 | 0 | 16 | 6 | 4 | 0 | 0 | 25 |
| Year 03 | 0 | 0 | 17 | 11 | 1 | 1 | 0 | 28 |
| Year 04 | 0 | 0 | 18 | 24 | 3 | 2 | 0 | 45 |
| Year 05 | 0 | 1 | 18 | 19 | 0 | 0 | 0 | 38 |
| Year 06 | 0 | 1 | 7 | 14 | 0 | 0 | 0 | 22 |
| Year 07 | 0 | 1 | 12 | 11 | 0 | 0 | 0 | 24 |
| Year 08 | 0 | 1 | 9 | 13 | 0 | 0 | 0 | 23 |
| Total | 0 | 4 | 105 | 108 | 9 | 4 | 0 | 223 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 8 | 10 | 1 | 1 | 0 | 18 |
| Age 06 | 0 | 0 | 14 | 6 | 4 | 0 | 0 | 23 |
| Age 07 | 0 | 0 | 14 | 9 | 1 | 1 | 0 | 23 |
| Age 08 | 0 | 0 | 20 | 19 | 3 | 2 | 0 | 42 |
| Age 09 | 0 | 0 | 16 | 21 | 0 | 0 | 0 | 37 |
| Age 10 | 0 | 2 | 12 | 19 | 0 | 0 | 0 | 33 |
| Age 11 | 0 | 1 | 11 | 11 | 0 | 0 | 0 | 23 |
| Age 12 | 0 | 1 | 10 | 13 | 0 | 0 | 0 | 24 |
| Total | 0 | 4 | 105 | 108 | 9 | 4 | 0 | 223 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
40.6%
| Iqra School | 40.6% |
|---|---|
| Auckland Region | 29.7% |
| Composite (Year 1-15) | 26.5% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 88% |
| Māori | Not available (source marker: "nd") |
| Pacific | 0% |
| Asian | 17.1% |
| Other | 63.9% |
| European/Pākehā | 0% |
| Total | 40.6% |
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%
| Iqra School | 0% |
|---|---|
| Auckland Region | 3% |
| Composite (Year 1-15) | 3.2% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | Not available (source marker: "nd") |
| 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%
| Iqra School | 0% |
|---|---|
| Auckland Region | 1.4% |
| Composite (Year 1-15) | 1.2% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | Not available (source marker: "nd") |
| 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)
- 409
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 19 July 2020
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
- 2
- Last reviewed
- 18 March 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (18 March 2025)
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 same report — the board assurance report of 18 March 2025 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO and the board have identified the following area of non-compliance during the board assurance process:
ensure the board gives written authorisation of an employee, who is not a teacher, to use physical restraint. [s99 Education and Training Act 2020]
The board has since taken steps to address this area of non-compliance.
What ERO wrote in its latest report
This is ERO’s report of 18 March 2025 — “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
Iqra School is in New Lynn, west Auckland and provides education for students in Years 1 to 8. The school’s mission is to provide high quality learning and education in an Islamic environment . A new principal began in July 2024.
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
The majority of students are engaged and achieve well.
A large majority of students achieve at expected curriculum levels in mathematics; a small majority achieve these expectations in reading and writing.
Students have a strong sense of belonging to their school; they describe a positive and affirming learning environment that acknowledges their culture, language and identity.
A large majority of students attend school regularly; the school is working towards meeting the Government’s target for regular attendance.
Conditions to support learner success
Leadership is establishing a focus on high quality teaching and learning and continuous improvement.
Leaders are highly visible in the school and work collaboratively with teachers to support student wellbeing and outcomes.
Leadership sets relevant improvement goals that are informed by achievement information and the special character values; leaders and the board are taking steps to regularly review these goals to decide ongoing strategic decision making.
Senior leaders are developing and implementing a quality practice framework that supports consistency of teaching approaches and programmes.
Leaders and teachers are taking steps to provide a responsive curriculum that meets the differing needs of learners.
Leaders and teachers are refining the curriculum overview to build a shared understanding among students, staff and parents of teaching and learning expectations.
Teachers participate in relevant professional learning that increases their knowledge and use of structured literacy approaches and supports planning for learners who have English as a second language.
Teachers are taking steps to integrate more te reo Māori and tikanga Māori into class programmes, giving greater effect to Te Tiriti o Waitangi and increasing student understanding of Aotearoa New Zealand.
School conditions that underpin ongoing school improvement are strengthening.
Leaders and teachers are developing strong educational partnerships with a range of external agencies that increasingly build teaching and learning practices and respond to community aspirations.
Students who have additional learning needs are appropriately identified, supported and monitored to increase their rates of progress.
Parents are valued partners in their children’s learning, which supports relationships of respect and care with school staff.
Part B: Where to next?
The agreed next steps for the school are to:
monitor and review initiatives to improve the regular attendance of all students
refine the curriculum, embedding the new literacy and mathematics requirements school wide to improve student progress and achievement
strengthen effective teaching, learning and assessment practices to ensure consistency of high quality teaching approaches.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
review structured literacy and mathematics approaches school wide and provide ongoing staff professional learning to enhance teaching practice
implement the quality practice framework to support consistency of teaching approaches and programmes
Every six months:
monitor and review the impact of initiatives and strategies to improve regular attendance and identify further actions
review the progress and achievement of learners identified at risk of not achieving in reading, writing and mathematics and implement actions for their continued progress
evaluate the impact of staff professional learning and the quality practice framework on strengthening teachers’ understanding and consistent use of highly effective teaching, learning and assessment practices
Annually:
review and report to the board on student attendance, progress and achievement information to support ongoing strategic decision making for improvement
evaluate the school wide consistency of teaching, learning and assessment practices, including the impact on students’ engagement, progress and achievement and use this to inform next steps.
Actions taken against these next steps are expected to result in:
improved regular student attendance
increased progress and achievement in reading, writing and mathematics, with a focus on those students at risk of not achieving
consistent high quality teaching practices embedded school wide.
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
Sharon Kelly Director of Schools (Acting)
18 March 2025
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 2 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).