Michael Park School
Composite · State : Integrated
- Year levels
- not reported
- Total roll
- 317
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 55 Amy Street, Ellerslie, Auckland
- Territorial authority
- Ōrākei Local Board Area
- Phone
- 09-525-8996
- kindergarten@michaelpark.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.
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 welcome international fee-paying students and exchange students, particularly from other Steiner Schools.
- Accepted, as stated
- Voluntary donation
- Special Character Donation $2,920.00 per year per school family (Classes 1–12); School Board Annual Donation $760.00 per student (Classes 1–7), $1046.00 (Classes 8–10), $1,212.00 (Classes 11–12), 2025
$2,920.00 per year – per school family (Classes 1–12) Special Character Donations are used to cover: Classes 1–7: $ 760.00 per student Classes 8–10: $ 1046.00 per student Classes 11–12: $1,212.00 per student School Board Annual Donations are used to cover:
- Special Character Donation $2,920.00 per year per school family (Classes 1–12); School Board Annual Donation $760.00 per student (Classes 1–7), $1046.00 (Classes 8–10), $1,212.00 (Classes 11–12), 2025
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 232
- Māori
- 28
- Pacific
- 15
- Asian
- 86
- MELAA
- 28
- Other
- 6
- International
- 1
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 | 1 | 0 | 7 | 1 | 1 | 13 | 0 | 18 |
| Year 02 | 3 | 0 | 4 | 5 | 1 | 19 | 0 | 22 |
| Year 03 | 1 | 1 | 4 | 3 | 0 | 22 | 0 | 26 |
| Year 04 | 2 | 0 | 5 | 3 | 0 | 17 | 0 | 24 |
| Year 05 | 1 | 3 | 8 | 2 | 0 | 21 | 0 | 27 |
| Year 06 | 2 | 1 | 8 | 2 | 0 | 18 | 0 | 24 |
| Year 07 | 3 | 0 | 8 | 4 | 0 | 22 | 0 | 30 |
| Year 08 | 4 | 3 | 4 | 4 | 0 | 27 | 0 | 30 |
| Year 09 | 4 | 1 | 3 | 0 | 1 | 11 | 0 | 14 |
| Year 10 | 7 | 5 | 5 | 2 | 0 | 25 | 0 | 30 |
| Year 11 | 4 | 2 | 6 | 1 | 0 | 23 | 2 | 29 |
| Year 12 | 0 | 1 | 3 | 2 | 0 | 12 | 1 | 17 |
| Year 13+ | 0 | 0 | 5 | 0 | 2 | 16 | 0 | 19 |
| Total | 32 | 17 | 70 | 29 | 5 | 246 | 3 | 310 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 4 | 1 | 1 | 6 | 0 | 9 |
| Age 06 | 1 | 0 | 3 | 5 | 0 | 16 | 0 | 20 |
| Age 07 | 3 | 1 | 6 | 2 | 1 | 19 | 0 | 22 |
| Age 08 | 2 | 0 | 6 | 1 | 0 | 23 | 0 | 30 |
| Age 09 | 0 | 2 | 5 | 3 | 0 | 13 | 0 | 18 |
| Age 10 | 2 | 2 | 9 | 4 | 0 | 24 | 0 | 31 |
| Age 11 | 3 | 0 | 5 | 4 | 0 | 18 | 0 | 24 |
| Age 12 | 1 | 0 | 8 | 1 | 0 | 21 | 0 | 27 |
| Age 13 | 6 | 3 | 4 | 3 | 0 | 22 | 0 | 25 |
| Age 14 | 4 | 2 | 1 | 2 | 1 | 19 | 0 | 20 |
| Age 15 | 8 | 5 | 9 | 0 | 0 | 27 | 0 | 34 |
| Age 16 | 1 | 1 | 3 | 2 | 0 | 14 | 1 | 19 |
| Age 17 | 0 | 1 | 4 | 1 | 0 | 15 | 2 | 19 |
| Age 18 | 0 | 0 | 3 | 0 | 1 | 8 | 0 | 11 |
| Age 19+ | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 1 |
| Total | 32 | 17 | 70 | 29 | 5 | 246 | 3 | 310 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
100%
| Michael Park School | 100% |
|---|---|
| Auckland Region | 90.1% |
| Composite (Year 1-15) | 91.4% |
| State: Integrated | 95.8% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 100% |
|---|---|
| Male | 100% |
| Māori | Not applicable |
| Pacific | Not applicable |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 100% |
| Total | 100% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 1 data (2023-2025)
Percentage with NCEA level 2 or above — 2025
100%
| Michael Park School | 100% |
|---|---|
| Auckland Region | 85.3% |
| Composite (Year 1-15) | 86% |
| State: Integrated | 92.1% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 100% |
|---|---|
| Male | 100% |
| Māori | Not applicable |
| Pacific | Not applicable |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 100% |
| Total | 100% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 2 data (2023-2025)
Percentage with NCEA level 3 or above — 2025
90%
| Michael Park School | 90% |
|---|---|
| Auckland Region | 71.7% |
| Composite (Year 1-15) | 71.7% |
| State: Integrated | 77.7% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 80% |
|---|---|
| Male | 100% |
| Māori | Not applicable |
| Pacific | Not applicable |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 88.2% |
| Total | 90% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
0%
| Michael Park School | 0% |
|---|---|
| Auckland Region | 14.6% |
| Composite (Year 1-15) | 16% |
| State: Integrated | 13.5% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | Not applicable |
| Pacific | Not applicable |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison Vocational Pathway data (2023-2025)
Retention
Percentage staying until at least 17th birthday — 2025
100%
| Michael Park School | 100% |
|---|---|
| Auckland Region | 88.9% |
| Composite (Year 1-15) | 86.6% |
| State: Integrated | 91.1% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 100% |
|---|---|
| Male | 100% |
| Māori | Not applicable |
| Pacific | Not applicable |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 100% |
| Total | 100% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
8.9%
| Michael Park School | 8.9% |
|---|---|
| Auckland Region | 29.7% |
| Composite (Year 1-15) | 26.5% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 11.1% |
|---|---|
| Male | 6.4% |
| Māori | 19.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 10.7% |
| Total | 8.9% |
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
0%
| Michael Park School | 0% |
|---|---|
| Auckland Region | 3% |
| Composite (Year 1-15) | 3.2% |
| State : Integrated | 1.6% |
| 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%
| Michael Park School | 0% |
|---|---|
| Auckland Region | 1.4% |
| Composite (Year 1-15) | 1.2% |
| State : Integrated | 0.5% |
| 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)
- 388
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 6 February 1978
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
- 4
- Last reviewed
- 10 August 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (10 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 10 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.
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 317 — 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.
May 2016
376
Counted while ERO’s review team was at the school. Education Review Office, report of 17 June 2016
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 August 2023 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within 23 months of the Education Review Office and Michael Park School working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website www.ero.govt.nz
Context
Michael Park School is a well-established state integrated Steiner school in Ellerslie, Auckland. The school caters for students aged from 6 to 19 years of age. A new principal was appointed in term 3 2021.
Michael Park School’s strategic priorities for improving outcomes for learners are:
relate - promoting the mana of each person through understanding, acceptance, and celebrating their diversity
create - build participation in leadership through service, working with others and representing their Kura and community with pride
inspire - encourage aspiration and excellence through creativity and resilience.
You can find a copy of the school’s strategic and annual plan on Michael Park School’s website.
ERO and the school are working together to evaluate how well the school is implementing and strengthening their local culturally responsive curriculum and practice throughout the school.
The rationale for selecting this evaluation is:
honouring our bicultural partnership and valuing Aotearoa ’s unique place in the world
celebrating diversity throughout the school
embedding a localised curriculum in alignment with our Steiner pedagogy.
The school expects to see:
a curriculum that that encourages active student engagement and inquiry, centred around authentic, relevant, real-world tasks that are of interest to our students
teachers equipped to embed culturally responsive pedagogy into their teaching and learning practice
students will feel that their language, culture and identity is valued and integrated within the course content and that learning is connected to the world beyond the classroom.
Strengths
The school can draw from the following strengths to support the school in its goal to implement and strengthen its local culturally responsive curriculum and practice throughout the school:
special character values are highly evident, empathise and promote inclusion and respect
students have a strong connection and belonging, many whānau have long associations with the school
leadership that reflects ongoing commitment to achieve the school’s principles and strategic direction
leaders and teachers know the students well and respond to their individual strengths, skills, and abilities to meet their needs.
Where to next?
Moving forward, the school will prioritise:
strengthening and embedding the school’s culturally responsive curriculum
evaluating the curriculum to ensure it continues to be aligned with the school’s special character.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director Schools
10 August 2023
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 4 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).