Miramar Central School
Contributing · State
- Year levels
- 1–6
- Total roll
- 170
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Park Road, Miramar, Wellington
- Territorial authority
- Wellington City
- Phone
- 04-9390684
- office@miramarcentral.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington · schools in Wellington Region
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.
- How to enrol
- https://ole.edgelearning.co.nz/Default?schoolId=70d0c7ef-d68a-4b54-8371-1538aaf3cc44
[Enrolment Application](https://ole.edgelearning.co.nz/Default?schoolId=70d0c7ef-d68a-4b54-8371-1538aaf3cc44)
- https://ole.edgelearning.co.nz/Default?schoolId=70d0c7ef-d68a-4b54-8371-1538aaf3cc44
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 54
- Māori
- 28
- Pacific
- 30
- Asian
- 74
- MELAA
- 22
- 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 | 6 | 5 | 16 | 4 | 1 | 13 | 0 | 38 |
| Year 02 | 2 | 4 | 7 | 2 | 0 | 3 | 0 | 18 |
| Year 03 | 3 | 2 | 12 | 1 | 0 | 9 | 0 | 23 |
| Year 04 | 4 | 5 | 7 | 5 | 1 | 6 | 0 | 25 |
| Year 05 | 7 | 8 | 16 | 5 | 1 | 11 | 0 | 39 |
| Year 06 | 3 | 1 | 13 | 3 | 0 | 7 | 0 | 24 |
| Year 07 | 1 | 0 | 3 | 1 | 0 | 2 | 0 | 7 |
| Total | 26 | 25 | 74 | 21 | 3 | 51 | 0 | 174 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 5 | 15 | 4 | 1 | 13 | 0 | 37 |
| Age 06 | 2 | 4 | 7 | 2 | 0 | 3 | 0 | 18 |
| Age 07 | 3 | 2 | 13 | 1 | 0 | 9 | 0 | 24 |
| Age 08 | 5 | 6 | 7 | 5 | 1 | 6 | 0 | 26 |
| Age 09 | 6 | 7 | 16 | 5 | 1 | 11 | 0 | 38 |
| Age 10 | 3 | 1 | 13 | 2 | 0 | 7 | 0 | 23 |
| Age 11 | 1 | 0 | 3 | 2 | 0 | 2 | 0 | 8 |
| Total | 26 | 25 | 74 | 21 | 3 | 51 | 0 | 174 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
29.4%
| Miramar Central School | 29.4% |
|---|---|
| Wellington Region | 24.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 55% |
| Māori | 165.7% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 29.4% |
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%
| Miramar Central School | 0% |
|---|---|
| Wellington Region | 2.6% |
| 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%
| Miramar Central School | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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)
- 415
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 3 February 1929
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
- 4 September 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 4 September 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 170 — 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.
February 2019
235
Counted while ERO’s review team was at the school. Education Review Office, report of 25 March 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 4 September 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 four years to evaluate what is working well for learners and what needs to be improved.
About the School
Miramar Central School is located in Miramar, Wellington and provides education for learners in Years 1 to 6. The school roll is 175 and reflects a diverse, multicultural community with 32 different nationalities represented. The schools’ motto is empowering our learners .
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? Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well.
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 sufficient 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 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 reasonably 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 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 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 not yet equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are not yet 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 school is behind the target of 80% regular attendance.
The school is yet to have a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet 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 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.
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
Students benefit from a caring and inclusive learning environment that values a wide range of diverse cultural backgrounds.
A strong focus on structured literacy and mathematics supports the progress of learners.
Comprehensive school support systems cater to a wide range of learning needs including many English as a second language learners.
School leaders foster a collaborative culture committed to high quality teaching with students at the centre. They pursue equity in student outcomes through targeted staff professional development based on data and aligned to the needs of all students.
Leaders and teachers use evidence strategically to plan, implement and monitor progress and the impact of programmes and teaching practices on student outcomes.
Key priorities
Improve regular attendance.
Raise student progress and achievement in reading, writing and mathematics.
Implement structured mathematics and consolidate literacy approaches across the school.
Further integrate student culture and language into the school curriculum to improve engagement.
Continue to build home-school partnerships to increase engagement and learning.
Strengthen teacher capacity to support the emotional and learning needs of all students.
Actions to bring about improvement
Within three months:
the School Board and leaders develop a strategic plan to increase regular student attendance
Within six months:
leaders monitor and report to the School Board on progress made in the attendance plan
leaders monitor and report on progress with implementing structured mathematics and progress with consolidating structured literacy programmes
leaders and teachers enhance diverse cultural visibility in classrooms and the curriculum to foster students' sense of belonging and engagement in learning
leaders extend professional development for staff to include strategies to support the emotional needs of students
Annually:
the Board use reported information on progress towards improving attendance to lift attendance
leaders and the Board review the impact of structured mathematics and literacy programmes on students’ achievement in reading, writing and mathematics
leaders and the Board use reported information on progress towards building partnerships between home and school to guide decisions
leaders and the Board evaluate the effectiveness of professional development programmes and their impact on teaching practices and student outcomes.
Expected outcomes
Increased student regular attendance and participation in learning.
Increased progress and more equitable achievement outcomes in reading, writing and mathematics through better targeted teaching programmes.
Stronger partnerships between home and school that increase students’ engagement in learning.
Improved teacher capabilities to better support the emotional and learning needs of students.
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 some 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 (Acting)
4 September 2025
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).