Kereru Park Campus
Full Primary · State
- Year levels
- 1–8
- Total roll
- 157
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 58 Beach Road, Papakura
- Territorial authority
- Papakura Local Board Area
- Phone
- 09-2969040
- admin@kererupark.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.
- Uniform
- Required
All students must wear their full, correct uniform every day.
- Required
- Term dates
- Term 1, 2026: Starts 29 January 2026 – Ends 2 April 2026
Starts 29 January 2026 - 1pm Finish Ends 2 April 2026 - 1pm Finish
- Wahanga 2 – Term 2, 2026: Ends 3 July 2026
Wahanga 2 - Term 2 Ends 3 July 2026 - 1pm Finish
- Wahanga 3 – Term 3, 2026: Ends 25 September 2026
Wahanga 3 - Term 3 Ends 25 September 2026 - 1pm Finish
- Wahanga 4 – Term 4, 2026: Ends 11 December 2026
Wahanga 4 Term 4 Ends 11 December 2026 - 1pm Finish
- Term 1, 2026: Starts 29 January 2026 – Ends 2 April 2026
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 11
- Māori
- 115
- Pacific
- 51
- Asian
- 6
- MELAA
- 1
- Other
- 0
- 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 | 11 | 5 | 0 | 0 | 0 | 1 | 0 | 16 |
| Year 02 | 14 | 10 | 1 | 0 | 0 | 1 | 0 | 26 |
| Year 03 | 18 | 2 | 1 | 0 | 0 | 0 | 0 | 20 |
| Year 04 | 17 | 5 | 1 | 0 | 0 | 0 | 0 | 22 |
| Year 05 | 14 | 4 | 1 | 0 | 1 | 0 | 0 | 20 |
| Year 06 | 18 | 5 | 1 | 0 | 0 | 0 | 0 | 23 |
| Year 07 | 20 | 8 | 0 | 0 | 0 | 2 | 0 | 29 |
| Year 08 | 17 | 5 | 0 | 0 | 0 | 1 | 0 | 20 |
| Total | 129 | 44 | 5 | 0 | 1 | 5 | 0 | 176 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 11 | 6 | 0 | 0 | 0 | 1 | 0 | 17 |
| Age 06 | 14 | 9 | 1 | 0 | 0 | 1 | 0 | 25 |
| Age 07 | 18 | 2 | 1 | 0 | 0 | 0 | 0 | 20 |
| Age 08 | 17 | 5 | 1 | 0 | 0 | 0 | 0 | 22 |
| Age 09 | 17 | 4 | 1 | 0 | 1 | 0 | 0 | 23 |
| Age 10 | 15 | 5 | 1 | 0 | 0 | 1 | 0 | 21 |
| Age 11 | 19 | 8 | 0 | 0 | 0 | 1 | 0 | 27 |
| Age 12 | 17 | 5 | 0 | 0 | 0 | 1 | 0 | 20 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 129 | 44 | 5 | 0 | 1 | 5 | 0 | 176 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
294.8%
| Kereru Park Campus | 294.8% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 77.8% |
|---|---|
| Male | 532.5% |
| Māori | 283.4% |
| Pacific | 221.1% |
| Asian | Too few to report |
| Other | Too few to report |
| European/Pākehā | 365.4% |
| Total | 294.8% |
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
15.9%
| Kereru Park Campus | 15.9% |
|---|---|
| Auckland Region | 3% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 33.8% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 645.8% |
| Total | 15.9% |
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
16%
| Kereru Park Campus | 16% |
|---|---|
| Auckland Region | 1.4% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 33.6% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 620.9% |
| Total | 16% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 542
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Major urban area
- Date opened
- 31 January 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
- 2
- Last reviewed
- 10 September 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 10 September 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
for Years 1 to 8
- Years 1 to 8
- Bilingual or immersion provision
- Level 1 Māori immersion and Level 3 Bilingual learning
offers Level 1 Māori immersion and Level 3 Bilingual learning for Years 1 to 8
- Level 1 Māori immersion and Level 3 Bilingual learning
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 157 — 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.
May 2019
191
Counted while ERO’s review team was at the school. Education Review Office, report of 5 August 2019
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 10 September 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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the School
Kereru Park Campus is a full primary school located in Papakura , South Auckland, providing education for approximately 164 learners. Kereru Park Campus offers Level 1 Māori immersion and Level 3 Bilingual learning for Years 1 to 8. The school values – Aroha, Manaakitang, Rangatiratanga are embedded across the school.
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
How well are learners succeeding? Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well.
What is the quality of teaching and learning? The school needs to improve teaching and learning.
How well does the school curriculum respond to all learners needs? Learners have sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain foundational skills in literacy, mathematics, te reo matatini and pāngarau . Learners with complex needs require better support to achieve their education goals.
How well does school planning and conditions support ongoing improvement? The school is establishing planning and conditions that support improvements in the quality of education for learners.
How well does the school include all learners and promote their engagement and wellbeing? The school reasonably 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 / 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 section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%
Reading Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing Less than a third of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Rumaki/Reo Rua
Pānui Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Tuhituhi Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Pāngarau A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
Less than half of learners attend school regularly.
The school is behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how well the school supports all learners to make sufficient progress.
The school is developing good quality planning to increase the rate of progress for all groups of students.
The school has not improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has not extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is not making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
Support
During the course of this review ERO had concerns about the quality of education being provided and made recommendations for support to the Ministry of Education.
Rumaki/Reo Rua Outcomes and Conditions to Support Learners Success
This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki/Reo Rua classroom/s within in English medium schools.
Learner success and wellbeing
Ākonga in Te Mahuri are exposed to local contexts, narratives and experiences that validate prior knowledge and affirm their cultural identity.
A small majority of ākonga in Te Mahuri are achieving at or above expected curriculum levels in pāngarau , less than half are doing so in tuhituhi and pānui.
Ākonga in Te Mahuri lead te ao Māori and tikanga Māori practices in the kura and are beginning to apply these skills within their communities.
Conditions to support learner success
Foundational skills and learning areas from Te Marautanga o Aotearoa are integrated into the marau-ā-kura, enabling ākonga to experience the breadth and depth of the curriculum.
Targeted interventions in literacy for second language learners remain essential to improve ākonga outcomes.
Leadership and kaiako actively engage with whānau to foster and support cultural growth.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of Strength
Leadership is initiating efforts to set and pursue goals aimed at improvement, including actions to accelerate the progress of learners at risk of underachievement.
The curriculum provides students with a range of learning opportunities, with one hour daily dedicated to pānui /reading, tuhituhi /writing and pāngarau /mathematics across both Māori and English medium.
The school is beginning to implement structured literacy and is introducing structured mathematics, along with Rangaranga reo ā-tā and Poutama Pāngarau .
Leaders and teachers are focusing on professional growth to enhance their capabilities and support student progress and wellbeing.
A variety of programmes are offered to support the health and wellbeing of learners and increase engagement with whānau and the wider community.
Learners develop positive, inclusive, and supportive relationships with both staff and peers, fostering a strong sense of belonging within their school community.
Leaders have revised and strengthened attendance initiatives, resulting in a positive impact on learners' regular attendance. Data from Term 4 2024 and Term 1 2025 indicates that regular attendance is now improving, and chronic absenteeism is decreasing.
Key priorities
Improve student outcomes in reading, writing and mathematics.
Act with urgency to accelerate progress for those students who are not yet meeting curriculum level expectations.
Increase regular attendance for all students.
Monitor and track progress towards strategic priorities, particularly in the areas of literacy and numeracy to bring about improvement.
Establish school-wide assessment and evaluation processes to measure the impact of actions and initiatives on improving outcomes.
Improve outcomes in reo ā-waha, pānui, tuhituhi, and pāngarau through rigorous analysis of achievement data to inform strategic goals and targeted resourcing decisions.
Actions to bring about improvement
Within three months:
teachers track the progress of learners who are not yet meeting expected outcomes in reading, writing, and mathematics to identify areas of success and inform responsive next steps
leaders and teachers strengthen use of assessment data to ensure teaching and learning are responsive to the needs of all learners, particularly when learners are working independently
leaders and teachers explore internal evaluation frameworks and tools for Te Mahuri
Within six months:
the School Board and leaders monitor and track progress towards strategic priorities, particularly in the areas of literacy and numeracy to bring about improvement and identify next steps
Every six months:
leaders carry out school-wide observation cycles to monitor and analyse the quality of independent learning tasks
the School Board and leaders monitor and respond to the effectiveness of strategies used to improve regular attendance
the School Board and leaders monitor the progress of ākonga achievement and impact of targeted interventions in Te Mahuri
Annually:
teachers and leaders review the quality of independent learning tasks, planning, teaching, and assessment practices and identify areas that need further improvement
the School Board and leaders scrutinise student achievement and accelerated progress in reading, writing and mathematics and use this information to guide targeted teaching, strategic priorities and resourcing
the School Board and leaders review attendance patterns and successful strategies to improve regular attendance and plan for the following year
review the effectiveness of evaluation within Te Mahuri in relation to ākonga outcomes, to inform targeted actions and resourcing decisions.
Expected outcomes
Improved learner achievement and accelerated progress in reading, writing and mathematics.
High quality guided and independent learning tasks promote engagement in learning.
Prioritised strategic goals focused on student progress and attendance.
Increased rates of regular attendance.
Improved progress and achievement for all learners in Te Mahuri , with a focus on accelerated learning for targeted groups.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements.
Board Assurance with Regulatory and Legislative Requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
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
Recommendation to the Ministry of Education
ERO recommendations the Ministry of Education provide tailored support to bring about improvements in learner progress and achievement.
The next public report on ERO’s website will be a School Report and is due within four 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
10 September 2025
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).