Long Bay School
Contributing · State
- Year levels
- 1–6
- Total roll
- 511
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Ralph Eagles Place, Torbay, Auckland
- Territorial authority
- Hibiscus and Bays Local Board Area
- Phone
- 09-4736077
- admin@longbayprimary.ac.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.
- Getting there
- A free contract school bus serves the Okura – Redvale area, arriving at Long Bay Primary School by 8.45 a.m.; the No. 15 North Star bus leaves school each afternoon via Stredwick Drive and Awaruku Road, both buses leaving just after 3.00 p.m.
A free contract school bus serves the Okura – Redvale area, travelling to Long Bay Primary School to arrive by 8.45 a.m. The Okura bus returns along the same route in the afternoon. The No. 15 North Star bus leaves school each afternoon via Stredwick Drive and Awaruku Road. HOP cards are required to travel on this bus. Both buses leave the school just after 3.00 p.m. on the homeward journey.
- A free contract school bus serves the Okura – Redvale area, arriving at Long Bay Primary School by 8.45 a.m.; the No. 15 North Star bus leaves school each afternoon via Stredwick Drive and Awaruku Road, both buses leaving just after 3.00 p.m.
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
We accept enrolments from international students from Year 1 to Year 6.
- Accepted, as stated
- Voluntary donation
- $195 per year for the eldest or only child, $125 per year for each additional child
School donations for this year are $195 (for the eldest or only child) and $125 (for each additional child).
- $195 per year for the eldest or only child, $125 per year for each additional child
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
- choir
Our students have opportunities to participate in a wide range of interschool sports, sport teams, music tuition, choir, dance group, enviro group, school orchestra, Born to Move and kapa haka, as well as shorter term lunch time clubs, like the chess club.
- dance group
Our students have opportunities to participate in a wide range of interschool sports, sport teams, music tuition, choir, dance group, enviro group, school orchestra, Born to Move and kapa haka, as well as shorter term lunch time clubs, like the chess club.
- enviro group
Our students have opportunities to participate in a wide range of interschool sports, sport teams, music tuition, choir, dance group, enviro group, school orchestra, Born to Move and kapa haka, as well as shorter term lunch time clubs, like the chess club.
- school orchestra
Our students have opportunities to participate in a wide range of interschool sports, sport teams, music tuition, choir, dance group, enviro group, school orchestra, Born to Move and kapa haka, as well as shorter term lunch time clubs, like the chess club.
- Born to Move
Our students have opportunities to participate in a wide range of interschool sports, sport teams, music tuition, choir, dance group, enviro group, school orchestra, Born to Move and kapa haka, as well as shorter term lunch time clubs, like the chess club.
- kapa haka
Our students have opportunities to participate in a wide range of interschool sports, sport teams, music tuition, choir, dance group, enviro group, school orchestra, Born to Move and kapa haka, as well as shorter term lunch time clubs, like the chess club.
- chess club
Our students have opportunities to participate in a wide range of interschool sports, sport teams, music tuition, choir, dance group, enviro group, school orchestra, Born to Move and kapa haka, as well as shorter term lunch time clubs, like the chess club.
- music tuition
Our students have opportunities to participate in a wide range of interschool sports, sport teams, music tuition, choir, dance group, enviro group, school orchestra, Born to Move and kapa haka, as well as shorter term lunch time clubs, like the chess club.
- School Musical Production
Our students have opportunities to participate in a School Musical Production and Festival of the Arts (alternate years), Northern Bays Performing Arts Festival and special school-wide programs, such as the Book Character Day and a range of cultural festivals.
- Festival of the Arts (alternate years)
Our students have opportunities to participate in a School Musical Production and Festival of the Arts (alternate years), Northern Bays Performing Arts Festival and special school-wide programs, such as the Book Character Day and a range of cultural festivals.
- Northern Bays Performing Arts Festival
Our students have opportunities to participate in a School Musical Production and Festival of the Arts (alternate years), Northern Bays Performing Arts Festival and special school-wide programs, such as the Book Character Day and a range of cultural festivals.
- Basketball – Years 0-6 runs all year
- Basketball – Years 0-6 runs all year
- Splash Polo (Flippaball) – Years 2-6 runs all year
- Splash Polo (Flippaball) – Years 2-6 runs all year
- Netball – register in Term 1 to play during Terms 2 and 3
- Netball – register in Term 1 to play during Terms 2 and 3
- Hockey – register in Term 1 to play during Terms 2 and 3
- Hockey – register in Term 1 to play during Terms 2 and 3
- Touch Rugby – Years 1-6 register in Term 3 to play in Term 4
- Touch Rugby – Years 1-6 register in Term 3 to play in Term 4
- Rippa Rugby – Years 3-6
- Rippa Rugby – Years 3-6. Two tournaments during school time in Terms 2 and 3
- choir
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 270
- Māori
- 32
- Pacific
- 16
- Asian
- 216
- MELAA
- 35
- Other
- 4
- International
- 4
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 | 1 | 29 | 1 | 1 | 29 | 0 | 60 |
| Year 02 | 5 | 2 | 33 | 7 | 1 | 38 | 1 | 73 |
| Year 03 | 6 | 2 | 31 | 9 | 0 | 49 | 0 | 84 |
| Year 04 | 8 | 3 | 50 | 7 | 2 | 45 | 1 | 96 |
| Year 05 | 7 | 2 | 32 | 10 | 0 | 48 | 2 | 92 |
| Year 06 | 12 | 8 | 49 | 12 | 0 | 68 | 0 | 121 |
| Year 07 | 1 | 0 | 9 | 2 | 0 | 8 | 0 | 16 |
| Total | 45 | 18 | 233 | 48 | 4 | 285 | 4 | 542 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 1 | 30 | 1 | 1 | 29 | 0 | 61 |
| Age 06 | 5 | 2 | 33 | 7 | 1 | 39 | 1 | 73 |
| Age 07 | 6 | 2 | 30 | 9 | 0 | 48 | 0 | 83 |
| Age 08 | 8 | 3 | 50 | 8 | 2 | 45 | 1 | 97 |
| Age 09 | 7 | 2 | 32 | 9 | 0 | 48 | 2 | 91 |
| Age 10 | 12 | 8 | 49 | 12 | 0 | 66 | 0 | 119 |
| Age 11 | 1 | 0 | 9 | 2 | 0 | 10 | 0 | 18 |
| Total | 45 | 18 | 233 | 48 | 4 | 285 | 4 | 542 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
28.9%
| Long Bay School | 28.9% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 58.7% |
| Māori | 68.9% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 52.8% |
| Total | 28.9% |
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
9.1%
| Long Bay School | 9.1% |
|---|---|
| Auckland Region | 3% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 18.3% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 16.7% |
| Total | 9.1% |
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
8.7%
| Long Bay School | 8.7% |
|---|---|
| Auckland Region | 1.4% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 17.5% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 16.1% |
| Total | 8.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 375
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 10 July 1979
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
- 10 April 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (25 August 2023)
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 August 2023 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.
What this report states about the school
As stated in ERO’s report of 10 April 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for learners in Years 1 to 6
- Years 1 to 6
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 511 — 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 2016
370
Counted while ERO’s review team was at the school. Education Review Office, report of 24 March 2017
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 April 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
Long Bay School provides education for learners in Years 1 to 6. The roll is 523 of which 38% of learners are Pākehā , 39% are Asian and 8% Māori . The school vision explore the depths, navigate the waves is underpinned by the school values of empowered, engaged and empathetic learners.
Progress since August 2023 ERO report
Since the previous report in August 2023, ERO and the school have worked together to evaluate how well the school curriculum provides rich, authentic learning opportunities that empower all learners to think creatively.
During the course of the evaluation, the school focused on enriching learning and inclusion through integrating arts and cultural celebrations into the curriculum. Teacher professional learning supported the implementation and collaborative planning for authentic learning. As a result, it was found that children’s engagement in learning improved due to enhanced opportunities for leading their own learning and choice to creatively express the depth of mastery of their learning.
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 high 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 ongoing improvement to the quality of education for learners are well established.
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 A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Attendance
The school is behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well 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
Learners experience a positive and inclusive learning environment where physical and emotional safety is well promoted and contributes to their sense of belonging.
Learners who require additional support benefit from systems that ensure their learning needs are identified and addressed, contributing to improved engagement and learning outcomes.
Strategic and effective leadership drives improvement and sets high expectations for teaching and learning.
The school’s curriculum design provides for integrated learning opportunities with breadth and depth across learning areas.
Professional strengths and development needs are regularly identified and supported to meet the school’s teaching and learning goals and improved outcomes for learners.
A systematic approach to planning for sustained school improvement is in place that is informed by regular use of good quality evidence and evaluation.
Key priorities and actions for improvement
The agreed next steps for the school are to:
embed cohesive and consistent teaching practices that sustain high levels of learner progress and achievement and meet the refreshed curriculum priorities
further refine assessment tools, strategies and processes to monitor and report progress and achievement of all learners, including those identified with additional needs
further develop the school’s framework for teaching and learning to support learners to understand and take ownership of their learning, progress and achievement
implement initiatives that build regular attendance rates for all learners to meet Ministry of Education targets.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
integrate the recently developed learner and teacher profiles into the school’s framework for teaching and learning
review assessment and reporting tools, strategies and processes to ensure clarity and cohesion for teachers, learners and parents / whānau
share attendance expectations and the stepped attendance response process with parents / whānau
Every six months:
continue to analyse and monitor learner progress and achievement information to inform next steps in teaching and learning
review strategies to support learners to reflect on their learning and monitor their strengths and next steps for improvement
track and monitor attendance information; identify what is working and adjust targeted strategies for ongoing improvement
Annually:
evaluate the effectiveness of strategies to improve learning, attendance and engagement, and report the outcomes to the board to inform planning and resourcing for further improvement priorities and initiatives.
Actions taken against these next steps are expected to result in:
cohesive and consistent teaching, learning and assessment practices that sustain high levels of progress and achievement for all learners
increased ability of learners to understand and reflect on their learning to monitor their strengths and next steps for improvement
improved levels of attendance that meet or exceed the Government’s target for regular attendance.
Background
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.
At the time of this review there were five international students attending the school, and no exchange students.
The school’s internal evaluation process for international students is well-established. The provision for international students is regularly reviewed and school governance and leadership are well informed about international students’ wellbeing, learning and engagement.
Open communication and regular interactions with parents and families support the development of positive home and school relationships and quality partnerships for learning. Students are fully engaged in the life of the school and have opportunities to participate and learn in a range of meaningful contexts.
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)
10 April 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 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).