Kauri Flats School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 705
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 181 Walters Road, Takanini, Auckland
- Territorial authority
- Papakura Local Board Area
- Phone
- 09-222 4780
- admin@kauriflats.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.
- School day starts
- 8:30am (Monday - Thursday)
The School Day Monday - Thursday: 8:30am - The School Day Begins
- 8:30am (Monday - Thursday)
- School day ends
- 2:45pm Monday - Thursday; 1:45pm Friday
2:45pm - End of the School Day Friday's School Timetable: 10:00am - Morning Tea Eating 10:10am - Morning Tea Play 10:30am - Block 2 Begins 12:00pm - Lunch Eating 12:10pm - Lunch Play 12:30pm - Block 3 1:45pm - End of the School Day
- 2:45pm Monday - Thursday; 1:45pm Friday
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
- At Kauri Flats School, we have an Unrelenting Curiosity for Learning.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 52
- Māori
- 79
- Pacific
- 106
- Asian
- 540
- MELAA
- 11
- Other
- 2
- 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 | 6 | 15 | 87 | 2 | 0 | 4 | 0 | 103 |
| Year 02 | 7 | 11 | 91 | 3 | 0 | 4 | 0 | 106 |
| Year 03 | 8 | 13 | 61 | 5 | 1 | 6 | 0 | 83 |
| Year 04 | 14 | 15 | 60 | 3 | 0 | 7 | 0 | 88 |
| Year 05 | 12 | 14 | 56 | 1 | 1 | 9 | 0 | 80 |
| Year 06 | 6 | 12 | 34 | 1 | 1 | 4 | 0 | 49 |
| Year 07 | 15 | 18 | 58 | 1 | 0 | 9 | 0 | 84 |
| Year 08 | 11 | 13 | 34 | 2 | 0 | 7 | 0 | 55 |
| Total | 79 | 111 | 481 | 18 | 3 | 50 | 0 | 648 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 11 | 78 | 2 | 0 | 4 | 0 | 89 |
| Age 06 | 10 | 15 | 90 | 3 | 0 | 4 | 0 | 110 |
| Age 07 | 7 | 11 | 68 | 4 | 1 | 6 | 0 | 87 |
| Age 08 | 15 | 17 | 57 | 4 | 0 | 7 | 0 | 88 |
| Age 09 | 9 | 12 | 59 | 0 | 1 | 7 | 0 | 77 |
| Age 10 | 8 | 14 | 36 | 2 | 1 | 6 | 0 | 56 |
| Age 11 | 13 | 12 | 53 | 0 | 0 | 6 | 0 | 73 |
| Age 12 | 13 | 16 | 35 | 3 | 0 | 9 | 0 | 58 |
| Age 13 | 1 | 3 | 5 | 0 | 0 | 1 | 0 | 10 |
| Total | 79 | 111 | 481 | 18 | 3 | 50 | 0 | 648 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
16.7%
| State | 40.2% |
|---|---|
| Kauri Flats School | 16.7% |
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 21.2% |
|---|---|
| Male | 12.8% |
| Māori | 105.7% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 80.9% |
| Total | 16.7% |
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%
| Kauri Flats 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%
| Kauri Flats 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)
- 410
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 December 2016
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
- 29 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (29 November 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 29 November 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 705 — 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
188
Counted while ERO’s review team was at the school. Education Review Office, report of 24 January 2020
November 2017
64
Counted while ERO’s review team was at the school. Education Review Office, report of 23 February 2018
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 29 November 2024 — “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
Kauri Flats School is located within a rapidly expanding area of Takānini and provides education for learners from Years 1 to 8. Since 2023, there has been significant roll growth, including large numbers of learners with English as a second language. The school’s values of thinking, respect, empathy and courage underpin the vision of Unrelenting Curiosity for Learning .
The school has a Northern Health School satellite unit onsite.
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 school is working towards equitable and excellent outcomes for all learners.
The large majority of learners achieve at or above curriculum expectation in mathematics, and less than half of learners in reading and writing; addressing achievement in reading and writing remains an identified priority for leaders, teachers and the board.
The school is working towards Māori learners achieving as well as other groups in reading, writing and mathematics.
Learners’ strong sense of belonging and wellbeing is evident; they experience a positive, inclusive and supportive learning environment that celebrates their cultures, languages and identities.
The large majority of learners attend school regularly; the school is not yet meeting the Ministry of Education 2024 attendance target and continues to work towards consistently meeting this.
Conditions to support learner success
L eadership works well collaboratively and strategically to effect improved outcomes for learners.
Leaders set and implement relevant strategic goals and actively monitor the impact of these on learner progress and achievement.
Leadership promotes clear expectations for teaching and learning through regular professional learning and coaching that is tailored to the individual needs of staff and the priorities of the school.
Strong relational trust among leaders, staff and the community ensure open and robust professional conversations that focus on positive learner outcomes.
Students have meaningful opportunities to learn through a highly responsive and engaging school curriculum.
Innovative curriculum design, including intentional teaching and learning approaches, responds to learners’ strengths, interests and needs.
Teachers establish warm, learning-focused environments that consistently support learners to take responsibility for their learning.
Learners experience an extensive range of relevant and authentic learning opportunities that provide them with choice in their learning, building their confidence and independence.
Key conditions are increasingly embedded and aligned to support learner success.
Parents and whānau are valued partners in their child’s learning; leaders and teachers communicate well with parents to share progress and ensure they understand their child’s next learning steps.
Teachers increasingly integrate te reo Māori, tikanga Māori and māturanga Māori into class programmes, with learners taking on leadership roles for schoolwide mihi whakatau and class paepae .
Learners with additional needs and students with English as a second language are well supported through tailored programmes; their progress and achievement are closely monitored against personalised learning goals.
Leadership continues to strengthen teachers’ understanding and use of evaluation for improvement to positively impact teaching and learning.
Part B: Where to next?
The agreed next steps for the school are to:
monitor and review initiatives to continue to increase all students’ regular attendance
continue to strengthen teaching practice in reading and writing to improve progress and achievement for all learners, with a particular focus on Māori students and learners with English as a second language
continue to embed te reo Māori, tikanga Māori and mātauranga Māori schoolwide in partnership with mana whenua.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
design an implementation plan that supports the continued integration of te reo Māori, tikanga Māori and mātauranga Māori across the school
continue to provide relevant professional learning opportunities that strengthen teachers’ understanding and use of structured literacy approaches
Every six months:
evaluate the impact of initiatives on student attendance to inform further actions
monitor schoolwide progress with integrating te reo Māori, tikanga Māori and mātauranga Māori to identify next steps
teachers engage with student learning information, analysing shifts and making decisions that improve outcomes for all learners, particularly in reading and writing
Annually:
review and report to the board on student attendance, progress and achievement and the impact of initiatives in reading and writing for improving learner outcomes
evaluate the schoolwide integration of te reo Māori, tikanga Māori and mātauranga Māori to inform future planning.
Actions taken against these next steps are expected to result in:
students attending regularly
improved achievement for all learners, particularly in reading and writing
teachers consistently use effective strategies in structured literacy that positively impacts learner outcomes
learners and teachers continuing to develop confidence in their knowledge of te reo Māori, tikanga Māori and mātauranga Māori.
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
Shelley Booysen Director of Schools
29 November 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).