Mayfield School (Auckland)
Contributing · State
- Year levels
- 1–6
- Total roll
- 300
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 12 Pearl Baker Drive, Otara, Auckland
- Territorial authority
- Ōtara-Papatoetoe Local Board Area
- Phone
- 09-2749374
- office@mayfieldauckland.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.
- Uniform
- Required
| Unisex Uniforms | Sizes | Colour | Price | | Short sleeved Polo shirt (with school logo) | 4-14 S-XL | Navy/Gold | $35.00 |
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 7
- Māori
- 72
- Pacific
- 238
- Asian
- 15
- MELAA
- 0
- 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 | 14 | 43 | 2 | 0 | 1 | 0 | 0 | 56 |
| Year 02 | 18 | 37 | 2 | 0 | 0 | 1 | 0 | 51 |
| Year 03 | 14 | 37 | 1 | 0 | 3 | 1 | 0 | 49 |
| Year 04 | 13 | 26 | 1 | 0 | 1 | 4 | 0 | 40 |
| Year 05 | 12 | 41 | 0 | 0 | 0 | 0 | 0 | 47 |
| Year 06 | 12 | 40 | 3 | 0 | 1 | 0 | 0 | 49 |
| Year 07 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 83 | 225 | 9 | 0 | 6 | 6 | 0 | 293 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 11 | 37 | 2 | 0 | 1 | 0 | 0 | 48 |
| Age 06 | 18 | 39 | 2 | 0 | 0 | 1 | 0 | 52 |
| Age 07 | 16 | 36 | 0 | 0 | 2 | 0 | 0 | 48 |
| Age 08 | 13 | 26 | 2 | 0 | 1 | 3 | 0 | 41 |
| Age 09 | 9 | 38 | 0 | 0 | 1 | 2 | 0 | 43 |
| Age 10 | 15 | 43 | 1 | 0 | 1 | 0 | 0 | 52 |
| Age 11 | 1 | 6 | 2 | 0 | 0 | 0 | 0 | 9 |
| Total | 83 | 225 | 9 | 0 | 6 | 6 | 0 | 293 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
8.7%
| Mayfield School (Auckland) | 8.7% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 16.4% |
| Māori | 0% |
| Pacific | 10.2% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 8.7% |
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%
| Mayfield School (Auckland) | 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%
| Mayfield School (Auckland) | 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)
- 520
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1965
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
- 2 March 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (19 December 2022)
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 19 December 2022 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 2 March 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for students in Years 1 to 6
- Years 1 to 6
What ERO wrote in its latest report
This is ERO’s report of 2 March 2026 — “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 four years to evaluate what is working well for learners and what needs to be improved.
About the School
Mayfield School (Auckland), located in Otara provides education for students in Years 1 to 6. Approximately 76% of the students are of Pacific heritage including Samoan, Tongan, Cook Island, Niuean and Tokelau, and 22% identify as Māori . Since the last ERO review the school has appointed a new Principal. The school’s four values of Relationships| Whānaungatanga , Resilience | Manawaroa , Responsibility | Takohanga , and Respect| Whakaute , support and guide all school operations.
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
Improvement and progress
This section is about the progress the school has made since the December 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school priorities from the last report included evaluating how well the local curriculum supports achievement, social and emotional outcomes for all learners and ensures equity and excellence in learning.
Findings
Significant development over the past three years has strengthened curriculum design and delivery. The school’s curriculum is broad and responsive, reflecting the languages, cultures, and identities of its learners. Structured approaches to literacy and mathematics have been implemented alongside targeted professional learning for teachers. Stronger partnerships with iwi and hapū , and the integration of local resources, enrich learning opportunities. The Mayfield School Board invest in digital technologies, including one-to-one devices, to enhance teaching and learning. These initiatives contribute to high levels of student engagement and improved achievement in literacy and mathematics.
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? The school is working towards high levels of success and progress for all learners.
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 foundational 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 is improving its collection and use 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 1 to 6
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 64% 65 to 79% 80 to 90% Over 90%
Reading A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics A small majority of learners meet or exceed the expected curriculum level. Results are becoming more 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.
Less than half of students attend school regularly.
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
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.
Teachers are developing their use of assessment information 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 is developing 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 target for 2030 and agrees this will need to be a key strategic priority.
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
Caring, respectful and inclusive learning environments foster student wellbeing and a strong sense of belonging. These conditions support high levels of student engagement, and high expectations for all learners’ progress and achievement are evident.
Student’s language, culture and identity is enhanced through a school kawa and responsive curriculum that supports their wellbeing, sense of belonging and is focused on their Pacific and Māori heritage to promotes engagement.
Effective systems and processes, including curriculum planning, teaching and assessment requirements are improving school wide consistency of teaching practice.
Professional learning including structured literacy and mathematics is being successfully implemented to improve learning outcomes for all students.
Strong intergenerational partnerships with whānau and the community are used to support student wellbeing and learning.
The school Board and leaders are focused on strengthening school conditions to support student success.
Key priorities
Implement the school’s attendance plan and monitor the effectiveness of initiatives to increase student attendance.
Increase equitable and excellent learning outcomes in reading, writing and mathematics for all groups of students.
Align current school mathematics and literacy programmes and assessment with changes to the New Zealand Curriculum.
Embed schoolwide internal evaluation systems to guide strategic decisions and guide continuous improvement.
Actions to bring about improvement
Within three months:
leaders and teachers implement the school's attendance plan and inform parents of the plan
leaders and teachers review and update planning and monitoring processes for targeted teaching to accelerate progress for students who need this
leaders design and implement a schoolwide approach to internal evaluation to support ongoing improvement
Every six months:
leaders closely monitor the effectiveness of initiatives to improve student attendance and adjust where needed
leaders and teachers review and update the literacy and mathematics curriculum guidelines, and assessment processes to reflect school priorities
leaders and teachers engage in relevant professional learning and evaluate how effectively teachers are enacting expectations for teaching literacy and mathematics using observations, student voice, and achievement data
leaders and teachers review equity and excellent outcomes and progress of students receiving targeted support, adapt plans and interventions based on data and teacher feedback
Annually:
leaders evaluate and report on student achievement and attendance information to the Board, inform future decisions and emerging priorities with the school community
leaders review and refine schoolwide evaluation systems in consultation with staff.
Expected outcomes
Improved levels of regular attendance.
High achievement for all groups of students in reading, writing, and mathematics.
Curriculum and assessment guidelines that align with the refreshed New Zealand Curriculum.
Embedded schoolwide evaluation systems focused on improving learner outcomes.
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
The next public report on ERO’s website will be a School Report and is due within four 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
2 March 2026
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).