Lynmore Primary School
Contributing · State
- Year levels
- 1–6
- Total roll
- 631
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Iles Road, Lynmore, Rotorua
- Territorial authority
- Rotorua District
- Phone
- 07-3459850
- officeadmin@lynmore.school.nz
- Website
- http://www.lynmore.school.nz
- Directions
- Get directions
Other schools nearby: schools in Rotorua · schools in Bay of Plenty
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
Not stated on the school’s website.
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
Lynmore Primary School accepts applications from foreign fee paying students who are primary school age (5-11 years) and will be living with a parent.
- 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
- gymnastics
A festival of gym sports including gymnastics, tumbling and trampoline.
- tumbling
A festival of gym sports including gymnastics, tumbling and trampoline.
- trampoline
A festival of gym sports including gymnastics, tumbling and trampoline.
- Rip, Grip and Whip
Rip, Grip and Whip is a fun day of mountain biking.
- Legends of the Peaks
Legends of the Peaks is a Rotorua running and walking festival taking place in Whakarewarewa forest.
- The Rats Duathlon
The Rats Duathlon is a fun, entry level running/mountain biking event.
- Hardball cricket
Hardball cricket is played using wooden bats and protective gear (helmets, gloves, batting pads etc), as well as a hard cricket ball.
- SmashPlay (Year 0-3)
SmashPlay (Year 0-3) - Skill sessions for developing the fundamental skills of cricket.
- Incrediball (Year 3-6) cricket
Incrediball (Year 3-6) cricket - played with a soft ball for students new to cricket and still developing their skills.
- gymnastics
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 415
- Māori
- 152
- Pacific
- 31
- Asian
- 161
- MELAA
- 27
- Other
- 13
- 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 | 23 | 5 | 36 | 5 | 4 | 64 | 0 | 102 |
| Year 02 | 18 | 4 | 24 | 4 | 0 | 51 | 0 | 78 |
| Year 03 | 28 | 6 | 25 | 7 | 3 | 73 | 1 | 112 |
| Year 04 | 27 | 4 | 21 | 6 | 4 | 81 | 1 | 112 |
| Year 05 | 21 | 6 | 18 | 7 | 3 | 64 | 0 | 94 |
| Year 06 | 26 | 3 | 16 | 10 | 2 | 74 | 0 | 108 |
| Year 07 | 9 | 1 | 6 | 2 | 0 | 23 | 0 | 33 |
| Total | 152 | 29 | 146 | 41 | 16 | 430 | 2 | 639 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 23 | 5 | 37 | 5 | 4 | 64 | 0 | 103 |
| Age 06 | 18 | 4 | 23 | 4 | 0 | 55 | 0 | 81 |
| Age 07 | 29 | 6 | 25 | 9 | 3 | 69 | 1 | 110 |
| Age 08 | 26 | 4 | 20 | 4 | 4 | 81 | 1 | 109 |
| Age 09 | 21 | 6 | 20 | 7 | 3 | 63 | 0 | 95 |
| Age 10 | 26 | 3 | 15 | 10 | 2 | 76 | 0 | 109 |
| Age 11 | 9 | 1 | 6 | 2 | 0 | 22 | 0 | 32 |
| Total | 152 | 29 | 146 | 41 | 16 | 430 | 2 | 639 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
24.8%
| Lynmore Primary School | 24.8% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 46.5% |
| Māori | 18.7% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 35.4% |
| Total | 24.8% |
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
0%
| Lynmore Primary School | 0% |
|---|---|
| Bay of Plenty Region | 3.8% |
| 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%
| Lynmore Primary School | 0% |
|---|---|
| Bay of Plenty 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)
- 411
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 25 January 1956
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
- 29 August 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 29 August 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 631 — 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 2019
656
Counted while ERO’s review team was at the school. Education Review Office, report of 23 January 2020
October 2015
701
Counted while ERO’s review team was at the school. Education Review Office, report of 26 January 2016
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 29 August 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 4 years to evaluate what is working well for learners and what needs to be improved.
About the School
Lynmore ( Te Kura o Ōwhatiura ) provides education for learners in Years 1 to 6. The school’s roll of 637 includes 285 Pākehā students, 149 Māori students and smaller numbers from diverse ethnic backgrounds. The school’s vision is to grow empowered learners who are confident in who they are, connected to their culture and community, and equipped with the skills to thrive in an ever-changing world.
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? Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.
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 a 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 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 65% 65 to 79% 80 to 90% Over 90%
Reading Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing Almost all learners meet or exceed the expected curriculum level. Results are 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
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The large majority of learners attend school regularly.
The school is approaching 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
This section is about how the school assesses learner progress and achievement.
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
This section is about how well the school supports all learners to make sufficient progress.
The school has good quality planning to increase the rate of progress for all groups of students.
The school has significantly 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 meeting Government reading, writing and mathematics targets set for 2030.
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
High levels of overall student achievement in reading, writing and mathematics are sustained over time; almost all learners make accelerated progress.
Students requiring additional support are clearly identified and targeted interventions improve their progress in learning.
Wellbeing data shows most students have a strong sense of belonging, experience respectful relationships with others and are well supported to manage themselves confidently and successfully.
Leadership empowers and sustains a positive school culture committed to high-quality teaching and equity and excellence in learner outcomes. High levels of relational trust and effective collaboration at all levels of the school community, support the achievement of the strategic vision and improvement goals.
Consistent implementation of a structured approach to the teaching of literacy and mathematics supports students to gain strong foundation skills and strengthens learning across the curriculum.
Students have rich opportunities to learn through culturally inclusive and meaningful contexts. Mātauranga Māori and local pūrākau enrich students’ knowledge and connection to the school and wider community.
A strong commitment to working in partnership with parents, whānau and hapū values their aspirations and supports a responsive curriculum.
Clear guidelines, high expectations and the provision of ongoing professional learning, coaching and mentoring strengthens the capability of teachers to respond to the emerging needs of students.
Leaders and teachers actively monitor the progress and impact of actions to improve learner outcomes; teachers inquire deeply and reflect on their practice to further develop high impact teaching strategies to meet the needs of their learners.
The School Board makes well informed decisions to sustain continuous school improvement and enable equitable opportunities for students to learn and succeed.
Key priorities
Sustain high levels of overall achievement.
Further challenge students to excel and achieve excellence.
Review and refine the school’s assessment practices and progressions to align to the new curriculum and assessment requirements.
Engage with parents and whānau to further develop responsive strategies to increase rates of regular attendance.
Actions to bring about improvement
Every six months:
review and monitor school targets focused on increasing the number of students achieving above expected curriculum levels, especially in literacy
extend the analysis of a range of school-wide assessment data to identify and report on students making expected or less than expected rates of progress and further inform targeted action
Annually:
enhance established practices to evaluate and report on the effectiveness of actions to enrich student learning, progress, achievement and attendance.
Expected outcomes
Increased and sustained levels of equity and excellence for all learners.
Sustained high-quality internal evaluation for continuous school improvement.
Increased rates of regular attendance to meet the target of 80% of students attending regularly.
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 meeting regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Provision for International Students
This section of the report is about the quality of the provision of education for international student enrolled at the school.
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 2 international students attending the school.
The school monitors its provision and outcomes for learners in an ongoing and responsive way. Information gathered from students, parents and teachers informs planning and supports the emerging needs of learners and their families.
The school has well established processes in place to promote the pastoral care of international students. Personalised support and regular communication contribute to developing home/school partnerships and positive inclusion in the school. Students are well integrated into their classrooms and the school community. They have many opportunities to participate and learn in a wide variety of engaging activities and experiences.
The next public report on ERO’s website will be a School Report and is due within 4 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)
29 August 2025
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).