KingsGate School
Composite · State : Integrated
- Year levels
- not reported
- Total roll
- 286
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 58 Blake Road, Pukekohe West, Auckland
- Territorial authority
- Franklin Local Board Area
- Phone
- 09-2390297
- info@kingsgate.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
- 8:40am Primary School; 8:30am High School
Primary School Students may arrive at school from 8:10 am, with learning beginning promptly at 8:40 am. High School Students may arrive at school from 8:10 am, with the school day commencing at 8:30 am with Form Time.
- 8:40am Primary School; 8:30am High School
- Uniform
- Required
Students must wear the designated school uniform during school hours and at school-related events unless a principal-approved exemption is obtained through a staff submission following the event approval procedure.
- Required
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 SERVE values—Strength, Empathy, Respect, Vision, and Endurance—help shape a culture where students are encouraged to grow academically, spiritually, socially, and emotionally.
- Special character
- As a Christian school, we believe God has called us to reflect His character in the way we learn, serve, and relate to one another.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 185
- Māori
- 21
- Pacific
- 32
- Asian
- 52
- MELAA
- 30
- Other
- 4
- 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 | 1 | 5 | 5 | 1 | 1 | 12 | 0 | 20 |
| Year 02 | 2 | 5 | 5 | 3 | 2 | 12 | 0 | 25 |
| Year 03 | 2 | 2 | 2 | 4 | 0 | 13 | 0 | 20 |
| Year 04 | 1 | 4 | 3 | 3 | 0 | 11 | 0 | 20 |
| Year 05 | 2 | 4 | 9 | 3 | 0 | 16 | 0 | 29 |
| Year 06 | 1 | 1 | 4 | 2 | 0 | 14 | 0 | 20 |
| Year 07 | 5 | 7 | 6 | 3 | 0 | 15 | 0 | 30 |
| Year 08 | 5 | 2 | 2 | 1 | 1 | 17 | 0 | 26 |
| Year 09 | 2 | 2 | 3 | 2 | 2 | 19 | 0 | 26 |
| Year 10 | 2 | 1 | 2 | 2 | 2 | 17 | 0 | 24 |
| Year 11 | 4 | 2 | 2 | 1 | 1 | 12 | 0 | 17 |
| Total | 27 | 35 | 43 | 25 | 9 | 158 | 0 | 257 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 5 | 5 | 1 | 1 | 12 | 0 | 20 |
| Age 06 | 2 | 3 | 5 | 3 | 2 | 12 | 0 | 23 |
| Age 07 | 0 | 4 | 2 | 4 | 0 | 10 | 0 | 19 |
| Age 08 | 3 | 4 | 3 | 3 | 0 | 14 | 0 | 23 |
| Age 09 | 1 | 3 | 9 | 3 | 0 | 14 | 0 | 26 |
| Age 10 | 2 | 2 | 4 | 2 | 0 | 14 | 0 | 21 |
| Age 11 | 4 | 6 | 6 | 3 | 0 | 13 | 0 | 28 |
| Age 12 | 4 | 1 | 1 | 1 | 0 | 18 | 0 | 21 |
| Age 13 | 4 | 4 | 4 | 2 | 3 | 17 | 0 | 30 |
| Age 14 | 2 | 0 | 2 | 1 | 0 | 14 | 0 | 18 |
| Age 15 | 3 | 2 | 2 | 2 | 2 | 15 | 0 | 21 |
| Age 16 | 1 | 1 | 0 | 0 | 1 | 5 | 0 | 7 |
| Total | 27 | 35 | 43 | 25 | 9 | 158 | 0 | 257 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
0%
| KingsGate School | 0% |
|---|---|
| Auckland Region | 90.1% |
| Composite (Year 1-15) | 91.4% |
| State: Integrated | 95.8% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| MELAA | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 1 data (2023-2025)
Percentage with NCEA level 2 or above — 2025
0%
| KingsGate School | 0% |
|---|---|
| Auckland Region | 85.3% |
| Composite (Year 1-15) | 86% |
| State: Integrated | 92.1% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| MELAA | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 2 data (2023-2025)
Percentage with NCEA level 3 or above — 2025
0%
| KingsGate School | 0% |
|---|---|
| Auckland Region | 71.7% |
| Composite (Year 1-15) | 71.7% |
| State: Integrated | 77.7% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| MELAA | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
0%
| KingsGate School | 0% |
|---|---|
| Auckland Region | 14.6% |
| Composite (Year 1-15) | 16% |
| State: Integrated | 13.5% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| MELAA | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison Vocational Pathway data (2023-2025)
Retention
Percentage staying until at least 17th birthday — 2025
0%
| KingsGate School | 0% |
|---|---|
| Auckland Region | 88.9% |
| Composite (Year 1-15) | 86.6% |
| State: Integrated | 91.1% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| MELAA | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
4.4%
| KingsGate School | 4.4% |
|---|---|
| Auckland Region | 29.7% |
| Composite (Year 1-15) | 26.5% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 8.3% |
|---|---|
| Male | 0% |
| Māori | 40.9% |
| Pacific | 0% |
| Asian | 0% |
| Other | 27% |
| European/Pākehā | 0% |
| Total | 4.4% |
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%
| KingsGate 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 | 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%
| KingsGate 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 | 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)
- 434
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 28 January 2008
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
- 3
- Last reviewed
- 23 May 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (23 May 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 board assurance report of 23 May 2025 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 286 — 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.
July 2019
108
Counted while ERO’s review team was at the school. Education Review Office, report of 19 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 23 May 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
KingsGate School is a non-denominational Christian school located in Pukekohe , Auckland. KingsGate currently provides education for learners in Years 1 to 11. The school expects to provide education for up to Year 13 learners by 2027. Over the past two years, the school has experienced significant roll growth.
The school celebrates the whole child and equipping them to ’honour God, love learning, serve others and fulfil their potential in Christ’. The school’s SERVE values support students to show strength, empathy, respect, vision and endurance . The school is an active member of the Southeast Christian Kāhui Ako.
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
Improving achievement outcomes for all students is an ongoing focus for the school.
A small majority of students in Years 1 to 10 achieve at or above expectation in reading, writing and mathematics. Boys and girls achieve at similar levels in literacy, with boys outperforming girls in mathematics; data shows significant disparity for Māori and Pacific students in literacy compared with their Pākehā peers and for Māori in mathematics.
Students with additional needs are well supported to make progress in relation to their needs and pathways.
Wellbeing data reports that most students participate and learn in a supportive school culture and have positive relationships with their peers.
The school is improving rates of regular attendance and is approaching the 2030 Government target; chronic absence is reducing over time.
Conditions to support learner success
Collaborative leadership prioritises strategies and actions to improve learner success.
Provision of professional learning supports consistency of intentional teaching to respond to the ongoing needs of students.
Positive relationships between leaders, teachers and the board contribute to decision making for continuous school improvement.
A strategic approach to gathering feedback from students and their families informs responsive planning and action.
Student learning is increasingly supported through a broad and meaningful curriculum.
The school’s special character fosters a strong sense of belonging and shared ownership of the vision and values.
Respectful relationships between teachers and students promotes positive levels of engagement and well managed environments for learning.
A deliberate focus on all students gaining foundation skills in literacy and mathematics strengthens their learning across the curriculum.
Strengthening of systems and processes enables consistency of school-wide practices and improvement actions.
Liaison with a wide range of external agencies contributes to positive inclusion and responsive planning for learners with additional needs.
Active involvement in professional networks and the Kāhui Ako supports leaders, teachers and the board to strengthen school capability for improvement.
The school increasingly provides opportunities to further strengthen partnerships for learning with parents, families and whānau.
Part B: Where to next?
The agreed next steps for the school are to:
review school-wide assessment practices to ensure consistency and reliability of data
analyse and use data effectively to measure rates of student progress and inform responsive planning to raise achievement
implement effective teaching strategies to improve equitable outcomes, especially for Māori and Pacific students, and for girls in mathematics.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
explore ways to develop culturally responsive teaching practices to enrich learning in language, culture and identity, especially for Māori and Pacific students.
Every six months:
grow collective capability in assessment through regular sharing of practice and moderation activities
monitor and report on the rates of progress for groups of students at risk of not achieving and inform further planning for improvement.
Annually:
formally evaluate and report on the quality and effectiveness of planned actions to accelerate learning, raise overall achievement and improve outcomes for target learners.
Actions taken against these next steps are expected to result in:
effective use of progress and achievement data to support high quality internal evaluation for continuous improvement in learner outcomes
a strengthened culturally inclusive curriculum supporting higher levels of engagement and success for all learners.
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 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)
23 May 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 3 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).