Kadimah School
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 143
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 514 Remuera Road, Remuera, Auckland
- Territorial authority
- Ōrākei Local Board Area
- Phone
- 09-3733072
- office@kadimah.school.nz
- Website
- http://www.kadimah.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.
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
- Kadimah’s values are underpinned by traditional Jewish values and include social responsibility, tolerance, inquiry, community and family.
- International students
- Accepted, as stated
We are delighted to welcome International Students to Kadimah School.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 72
- Māori
- 4
- Pacific
- 4
- Asian
- 54
- MELAA
- 39
- 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 | 5 | 3 | 0 | 2 | 0 | 9 |
| Year 02 | 0 | 1 | 7 | 7 | 0 | 10 | 0 | 19 |
| Year 03 | 1 | 0 | 5 | 3 | 0 | 13 | 0 | 18 |
| Year 04 | 1 | 0 | 9 | 5 | 0 | 10 | 0 | 21 |
| Year 05 | 0 | 0 | 7 | 9 | 0 | 11 | 0 | 21 |
| Year 06 | 2 | 0 | 7 | 3 | 0 | 9 | 0 | 17 |
| Year 07 | 0 | 0 | 8 | 5 | 0 | 12 | 0 | 20 |
| Year 08 | 1 | 0 | 3 | 2 | 0 | 8 | 0 | 11 |
| Total | 5 | 1 | 51 | 37 | 0 | 75 | 0 | 136 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 5 | 3 | 0 | 2 | 0 | 9 |
| Age 06 | 0 | 1 | 7 | 4 | 0 | 9 | 0 | 15 |
| Age 07 | 1 | 0 | 4 | 6 | 0 | 14 | 0 | 21 |
| Age 08 | 1 | 0 | 10 | 4 | 0 | 10 | 0 | 21 |
| Age 09 | 0 | 0 | 7 | 9 | 0 | 11 | 0 | 21 |
| Age 10 | 2 | 0 | 7 | 4 | 0 | 9 | 0 | 18 |
| Age 11 | 0 | 0 | 7 | 5 | 0 | 11 | 0 | 18 |
| Age 12 | 1 | 0 | 1 | 1 | 0 | 7 | 0 | 8 |
| Age 13 | 0 | 0 | 3 | 1 | 0 | 2 | 0 | 5 |
| Total | 5 | 1 | 51 | 37 | 0 | 75 | 0 | 136 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Kadimah School | 0% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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%
| Kadimah School | 0% |
|---|---|
| Auckland Region | 3% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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%
| Kadimah School | 0% |
|---|---|
| Auckland Region | 1.4% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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)
- 361
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 1 July 1998
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
- 22 January 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (22 January 2024)
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 22 January 2024 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 143 — 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 2016
159
Counted while ERO’s review team was at the school. Education Review Office, report of 19 December 2016
April 2013
152
Counted while ERO’s review team was at the school. Education Review Office, report of 31 May 2013
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 22 January 2024 — “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 18 months of the Education Review Office and Kadimah 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
Kadimah School is a Jewish state-integrated school catering for children from years 1 to 8. The school is located in Remuera , Auckland and maintains a very close association with the Jewish community and synagogue.
The vision and valued outcomes defined by the school for all children are that they are personally fulfilled, with a secure sense of identity and purpose to their lives. Based on the Jewish values of achievement, tolerance, family and community, the school’s culture of learning, is grounded in the values of the T’fillah (prayer, belief, and spirituality), respect for individuality and diversity, Middot (Torah values) and partnerships between families, community, and the school.
Kadimah School ’s strategic priorities for improving outcomes for learners are:
student leaders continue to have multiple and varied opportunities to grow their skills as leaders
students develop skills for lifelong learning and well-being
an emphasis on strong learning skills in reading, writing and mathematics
Tikanga and Te Reo continue to be embedded into English-medium learning.
You can find a copy of the school’s strategic and annual plan on Kadimah School ’s website.
ERO and the school are working together to evaluate how the school can enhance the knowledge and practice of te ao Māori, tikanga and te reo Māori a nd embed culturally responsive teaching and learning practice within Kadimah School.
The rationale for selecting this evaluation is to:
adhere to the obligations of Te Tiriti O Waitangi
deepen the school's relationship with the tangata whenua
develop a mutual understanding, respect, and commonalities between the Jewish and Māori culture through the tikanga /tradition
embed culturally responsive teaching practices to benefit all students.
The school expects to see:
natural integration of te ao Māori, tikanga and te reo Māori into learning contexts
culturally responsive teaching and learning environment to include and engage all students
greater authentic interaction with the local hapu and iwi .
Strengths
The school can draw from the following strengths to support its goal to evaluate how the school can enhance te ao Māori a nd embed culturally responsive teaching and learning.
consistent te reo Māori delivered school wide, through te reo Tuatahi (teacher/student learning)
a school culture of continuous improvement with committed and collaborative staff
an adaptive and responsive curriculum
regular connections with hapū, iwi and the marae .
Where to next?
Moving forward, the school will prioritise:
utilising the aspirations of hapū and iwi into decision making, planning and teacher practice to engage with and deepen connections with tangata whenua
teachers use of effective culturally responsive teaching practice to enhance students’ learning.
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
22 January 2024
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).