Laingholm School
Contributing · State
- Year levels
- 1–6
- Total roll
- 156
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 54 Victory Road, Laingholm, Auckland
- Territorial authority
- Waitākere Ranges Local Board Area
- Phone
- 09-8178874
- office@laingholm.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.
- Term dates
- Term 1, 2026: Monday 2nd February – Thursday 2nd April
| Term 1 | Monday 2nd February | Thursday 2nd April |
Year stated asTerm Dates 2026
- Term 2, 2026: Monday 20th April – Friday 3rd July
| Term 2 | Monday 20th April | Friday 3rd July |
Year stated asTerm Dates 2026
- Term 3, 2026: Monday 20th July – Friday 25th September
| Term 3 | Monday 20th July | Friday 25th September |
Year stated asTerm Dates 2026
- Term 4, 2026: Monday 12th October – Friday 11th December
| Term 4 | Monday 12th October | Friday 11th December |
Year stated asTerm Dates 2026
- 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.
- In their words
- Laingholm Primary School ...
- ‘The Greatest Little School in the Universe’
- ... is a safe, inclusive place that nurtures students, as unique learners, to reach their highest potential becoming ...
- People who make a difference.
- We craft connected, confident, lifelong learners who are creative, curious and actively involved in sustainable communities.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 129
- Māori
- 16
- Pacific
- 14
- Asian
- 24
- MELAA
- 3
- Other
- 1
- 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 | 2 | 1 | 3 | 0 | 0 | 10 | 0 | 13 |
| Year 02 | 4 | 3 | 6 | 0 | 0 | 26 | 0 | 32 |
| Year 03 | 1 | 1 | 5 | 0 | 1 | 22 | 0 | 24 |
| Year 04 | 5 | 2 | 6 | 0 | 1 | 21 | 0 | 29 |
| Year 05 | 6 | 4 | 4 | 1 | 0 | 26 | 0 | 33 |
| Year 06 | 3 | 2 | 4 | 0 | 0 | 29 | 0 | 31 |
| Year 07 | 0 | 0 | 1 | 0 | 0 | 3 | 0 | 4 |
| Total | 21 | 13 | 29 | 1 | 2 | 137 | 0 | 166 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 1 | 3 | 0 | 0 | 10 | 0 | 13 |
| Age 06 | 4 | 2 | 6 | 0 | 0 | 25 | 0 | 30 |
| Age 07 | 1 | 2 | 5 | 0 | 1 | 23 | 0 | 26 |
| Age 08 | 5 | 2 | 6 | 0 | 1 | 21 | 0 | 29 |
| Age 09 | 5 | 4 | 4 | 1 | 0 | 27 | 0 | 34 |
| Age 10 | 4 | 2 | 4 | 0 | 0 | 28 | 0 | 30 |
| Age 11 | 0 | 0 | 1 | 0 | 0 | 3 | 0 | 4 |
| Total | 21 | 13 | 29 | 1 | 2 | 137 | 0 | 166 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
23.5%
| Laingholm School | 23.5% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 44.9% |
| Māori | 86.9% |
| Pacific | 154.3% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 28.2% |
| Total | 23.5% |
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%
| Laingholm School | 0% |
|---|---|
| Auckland Region | 3% |
| Contributing | 3.5% |
| 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%
| Laingholm School | 0% |
|---|---|
| Auckland Region | 1.4% |
| Contributing | 1.5% |
| 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)
- 403
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1950
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
- 16 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
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 156 — 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 2019
314
Counted while ERO’s review team was at the school. Education Review Office, report of 2 December 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 16 May 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.
About the School
Laingholm School provides education for learners in Year 1 to 6. The school’s roll is currently 165. The school values inclusion and aspires to nurture students as unique learners.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from good quality teaching practice that improves progress and achievement in reading, writing and mathematics.
How well does the school curriculum respond to all learners needs? Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals.
How well does school planning and conditions support ongoing improvement? School planning and conditions to support high quality education for learners are driving excellent school performance.
How well does the school include all learners and promote their engagement and wellbeing? The school successfully 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
The school is approaching the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
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
The school has good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
Part B: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
The school has an experienced, effective and stable leadership team. There are good planning coordination and assessment practices, with strong data analysis capability to inform teaching practice.
The school’s signature practice of ‘every student by name’ enhances student wellbeing and learning support and enables inclusion for all learners.
Students achieve well in reading, writing and mathematics and the school is embedding structured reading, writing and mathematics teaching and learning.
A comprehensive school curriculum is informed by kaupapa Māori principles. The school’s broad curriculum includes a strong emphasis on the arts, physical education and sport.
Key priorities and actions for improvement
The agreed next steps for the school are to:
review and further develop initiatives to increase the regular attendance of all learners
implement teacher peer review systems to further support critical reflection into practice, to enable all learners to experience consistently effective teaching practice
focus on sustaining learners’ engagement by aligning of the school’s curriculum to reflect structured approaches in reading, writing and mathematics.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
school leaders and the board develop a school community attendance plan within the school’s strategic plan, including strategies to increase parents and whānau support for regular attendance
school leaders and teachers implement and report to the board on the impact of the peer review systems in supporting professional reflection and further strengthening effective teaching practice
leaders and teachers align new reading, writing and mathematics programmes with the existing school curriculum to enable sustained extension and engagement of learners
Annually:
school leaders and the board monitor, evaluate, and report on the impact of the community attendance plan on sustaining increases in regular attendance
school leaders evaluate the teacher peer review system to understand the impact of professional development on the teaching of structured reading, writing and mathematics programmes on student outcomes
leaders and teachers evaluate the engagement and extension opportunities for learners within new curriculum areas alongside analysis of student achievement information.
Actions taken against these next steps are expected to result in:
improved regular attendance that increases learners' engagement in learning
a formal teacher peer support system that increases the consistency of effective teaching practice across the school
structured reading, writing and mathematics programmes embedded within the school curriculum that continues to improve learner outcomes.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
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
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)
16 May 2025
Education Counts
This 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 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).