Kohimarama School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 476
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 112 Kohimarama Road, Kohimarama, Auckland
- Territorial authority
- Ōrākei Local Board Area
- Phone
- 09-5285306
- office@kohimarama.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.
- Uniform
- Required
Students must arrive and leave school in full school uniform
- Required
- Where to buy the uniform
- Term dates
- Term 1, 2026: Monday 2nd February – Thursday 2nd April
Term 1: Monday 2nd February – Thursday 2nd April
Year stated as2026 Term Dates
- Term 2, 2026: Monday 20th April – Friday 3rd July
Term 2: Monday 20th April – Friday 3rd July
Year stated as2026 Term Dates
- Term 3, 2026: Tuesday 21st July – Thursday 24th September
Term 3: Tuesday 21st July – Thursday 24th September
Year stated as2026 Term Dates
- Term 4, 2026: Monday 12th October – Wednesday 16th December
Term 4: Monday 12th October – Wednesday 16th December
Year stated as2026 Term Dates
- Term 1, 2027: Tuesday 2nd February – Friday 9th April
Term 1: Tuesday 2nd February – Friday 9th April
Year stated as2027 Term Dates
- Term 2, 2027: Tuesday 27th April – Friday 2nd July
Term 2: Tuesday 27th April – Friday 2nd July
Year stated as2027 Term Dates
- Term 3, 2027: Monday 19th July – Friday 24th September
Term 3: Monday 19th July – Friday 24th September
Year stated as2027 Term Dates
- Term 4, 2027: Monday 11th October – Tuesday 14th December
Term 4: Monday 11th October – Tuesday 14th December
Year stated as2027 Term Dates
- Term 1, 2026: Monday 2nd February – Thursday 2nd April
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.
- International students
- Accepted, as stated
All the documentation required to enrol as an International student can be from this page.
- Accepted, as stated
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Junior or Senior Athletics Days
The whole school participates in either the Junior or Senior Athletics Days in Term 4.
- Basketball teams
The school has a number of Basketball teams that compete each week at the ASB Stadium at Selwyn College during Term 2-4.
- school Cross Country
The whole school participates in the school Cross Country in Term 3.
- Netball teams
The school has a number of Netball teams that compete each week at the Auckland Netball Centre in St Johns during Term 2 & 3.
- school Swimming Sports
The Year 5-8 students participate in the school Swimming Sports in Term 1, held at Sacred Heart College.
- Touch Rugby teams
The school has a number of Touch Rugby teams that compete each Wednesday at Madills Farm during Term 4.
- Flippa Ball teams
The school has a number of Flippa Ball teams, who play on a Sunday afternoon at Sacred Heart College.
- Junior or Senior Athletics Days
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 336
- Māori
- 19
- Pacific
- 5
- Asian
- 114
- MELAA
- 37
- Other
- 7
- International
- 14
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 | 2 | 0 | 13 | 6 | 0 | 41 | 0 | 58 |
| Year 02 | 0 | 1 | 13 | 6 | 2 | 43 | 1 | 62 |
| Year 03 | 3 | 1 | 15 | 9 | 2 | 49 | 5 | 75 |
| Year 04 | 2 | 0 | 15 | 5 | 2 | 47 | 2 | 68 |
| Year 05 | 4 | 0 | 13 | 1 | 2 | 45 | 2 | 63 |
| Year 06 | 3 | 1 | 11 | 3 | 0 | 45 | 6 | 63 |
| Year 07 | 0 | 2 | 19 | 3 | 0 | 35 | 5 | 60 |
| Year 08 | 1 | 1 | 10 | 3 | 0 | 25 | 1 | 39 |
| Total | 15 | 6 | 109 | 36 | 8 | 330 | 22 | 488 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 14 | 6 | 0 | 44 | 0 | 61 |
| Age 06 | 0 | 1 | 12 | 6 | 2 | 40 | 1 | 59 |
| Age 07 | 3 | 1 | 14 | 9 | 3 | 45 | 5 | 71 |
| Age 08 | 2 | 0 | 15 | 4 | 1 | 49 | 2 | 68 |
| Age 09 | 4 | 0 | 14 | 2 | 2 | 44 | 2 | 64 |
| Age 10 | 3 | 1 | 12 | 3 | 0 | 43 | 6 | 62 |
| Age 11 | 0 | 2 | 15 | 3 | 0 | 34 | 3 | 53 |
| Age 12 | 1 | 1 | 11 | 3 | 0 | 25 | 2 | 41 |
| Age 13 | 0 | 0 | 2 | 0 | 0 | 6 | 1 | 9 |
| Total | 15 | 6 | 109 | 36 | 8 | 330 | 22 | 488 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
7.7%
| Kohimarama School | 7.7% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 14.3% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 29.5% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 7.7% |
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%
| Kohimarama 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%
| Kohimarama 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)
- 361
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1921
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
- 5
- Last reviewed
- 25 February 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (25 February 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 25 February 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 476 — 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.
September 2018
509
Counted while ERO’s review team was at the school. Education Review Office, report of 8 November 2018
June 2014
506
Counted while ERO’s review team was at the school. Education Review Office, report of 8 August 2014
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 25 February 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
Kohimarama School is in central Auckland and provides education for learners in Years 1 to 8. The Kohimarama Way encompasses the school vision and a set of values that underpin all aspects of the school’s culture. These values of Honest, Respectful, Friendly, Committed, Compassionate and Reliable aim to support students to develop positive habits and character.
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.
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
Most students are engaged, make good progress and achieve very well; achievement is sustained over time.
Most learners achieve at or above the expected curriculum levels in reading, writing and mathematics.
Learners have a strong sense of belonging and pride in their school; they experience a positive and supportive learning environment that enables student success through their strengths and interests.
The large majority of learners attend school regularly; the school meets the Ministry of Education’s 2024 target for regular attendance.
Conditions to support learner success
Strategic leadership works effectively to sustain and continually improve outcomes for all learners.
Leadership fosters shared understandings across staff in all areas through well established and clear communication, ensuring efficient and effective school management.
Coherent systems, including coaching, support high expectations for teaching and learning and help leaders identify key areas for staff professional development.
Leadership responds to the needs of learners and staff through systematic monitoring of progress that leads to improved learner outcomes.
Students have rich opportunities to learn through meaningful and intentional experiences.
Learners’ interests, strengths and individual needs are integrated into an innovative curriculum that focuses on enhancing outcomes and encourages students to take responsibility for their learning.
Teachers successfully plan and implement a curriculum that includes local content and enables learners to actively engage in their learning.
Learners with additional needs and those who require extension are provided with targeted support through a wide range of interventions and enrichment opportunities that meet their specific goals.
Key conditions that underpin successful schooling are embedded and well aligned.
The board comprehensively surveys learners, teachers and whānau to ensure their views and aspirations are represented in strategic decision making.
Senior leaders have an active partnership with mana whenua , Ngāti Pāoa ; this relationship supports the integration of te ao Māori in teaching and learning.
Teachers are continuing to strengthen te reo Māori and tikanga Māori in class programmes, giving greater effect to Te Tiriti o Waitangi .
Part B: Where to next?
The agreed next steps for the school are to:
further develop high quality teaching practices so that students continue to take responsibility for their learning, extending their progress and achievement
continue to embed te reo Māori and tikanga Māori throughout the curriculum, building student and staff confidence, knowledge and understanding
monitor strategies to sustain and further improve regular attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
gather and analyse student and teacher feedback on the impact of strategies that help students continue to take increased responsibility for their learning and to inform next steps
review the integration of te reo Māori and tikanga Māori in school and class programmes to identify further support
evaluate the impact of strategies used to further improve students’ regular attendance and report to the board, collaborating on where to next
Annually:
review teaching and learning strategies that support students to continue to take responsibility for their learning and plan how to adapt these across all year levels of the school
evaluate the impact of integrating te reo Māori and tikanga Māori into school and class programmes
continue to report to the board on student attendance, progress and achievement to inform ongoing planning for improvement.
Actions taken against these next steps are expected to result in:
students who continue to take responsibility for their learning and extend their progress and achievement
students and teachers confident in their knowledge and use of te reo Māori and tikanga Māori
sustained and improved regular student attendance.
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 Acting Director of Schools
25 February 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 5 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).