New Lynn School
Contributing · State
- Year levels
- 1–6
- Total roll
- 402
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Hutchinson Avenue, New Lynn, Auckland
- Territorial authority
- Whau Local Board Area
- Phone
- 09-8274382
- thelenan@newlynn.school.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.
- Uniform
Not stated on the school’s website.
- Where to buy the uniform
- https://www.nzuniforms.com/
Click on the link here for prices and opening hours: https://www.nzuniforms.com/
- https://www.nzuniforms.com/
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
- Kapa Haka group
I am the teacher in charge of the Kapa Haka group here at New Lynn School.
- Kapa Haka group
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 66
- Māori
- 55
- Pacific
- 83
- Asian
- 202
- MELAA
- 32
- Other
- 9
- 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 | 14 | 40 | 4 | 4 | 10 | 0 | 73 |
| Year 02 | 14 | 20 | 39 | 6 | 1 | 10 | 0 | 83 |
| Year 03 | 7 | 24 | 44 | 5 | 3 | 6 | 0 | 85 |
| Year 04 | 10 | 20 | 28 | 2 | 3 | 10 | 0 | 66 |
| Year 05 | 10 | 20 | 22 | 4 | 0 | 6 | 0 | 58 |
| Year 06 | 8 | 12 | 28 | 3 | 2 | 3 | 0 | 56 |
| Year 07 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 3 |
| Total | 56 | 111 | 202 | 24 | 13 | 45 | 0 | 424 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 13 | 37 | 4 | 4 | 10 | 0 | 68 |
| Age 06 | 14 | 18 | 38 | 5 | 1 | 9 | 0 | 79 |
| Age 07 | 8 | 24 | 47 | 7 | 3 | 8 | 0 | 92 |
| Age 08 | 10 | 22 | 27 | 1 | 3 | 9 | 0 | 65 |
| Age 09 | 10 | 19 | 22 | 4 | 0 | 6 | 0 | 57 |
| Age 10 | 8 | 13 | 30 | 3 | 1 | 2 | 0 | 57 |
| Age 11 | 1 | 2 | 1 | 0 | 1 | 0 | 0 | 5 |
| Age 12 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 56 | 111 | 202 | 24 | 13 | 45 | 0 | 424 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
28.8%
| New Lynn School | 28.8% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 57.2% |
| Māori | 0% |
| Pacific | 48.8% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 110.2% |
| Total | 28.8% |
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%
| New Lynn School | 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%
| New Lynn School | 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)
- 451
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1888
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
- 3 March 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (3 March 2025)
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 3 March 2025 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 402 — 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.
June 2019
340
Counted while ERO’s review team was at the school. Education Review Office, report of 26 July 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 3 March 2025 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
New Lynn School is in West Auckland and provides education for learners in Years 1 to 6. In 2024, more than one third of the student population were new to the school. The school is ethnically diverse with nearly two thirds of all learners having English as an additional language. The school motto is ‘ Whāia te iti Kahurangi : Reaching for the Sky’ encouraging everyone to strive to do their best.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Most students are engaged; some make accelerated progress and achieve at expected curriculum levels.
Overall school achievement information shows that less than half of all learners achieve at expected curriculum levels in reading and mathematics; and a few learners achieve at expected levels in writing. Due to several factors, leaders tracked the progress of learners who completed 2024 at New Lynn School. School data shows most learners in this group achieved at or above expected levels in mathematics; many learners made progress in reading; some learners made accelerated progress in writing.
Continuing to prioritise accelerating achievement outcomes for all learners, and groups of learners, in literacy and mathematics are key next steps.
Students experience an inclusive environment where their emotional, physical, and cultural safety is well promoted.
The majority of students attend school regularly; the school does not yet to meet the national Ministry of Education attendance targets.
Conditions to support learner success
Leaders foster a collaborative culture and provide supportive conditions that increasingly ensure good quality teaching and learning outcomes.
Leaders and teachers work well together to maintain a positive learning environment that celebrates and reflects the school’s vision, values and community.
Leaders intentionally foster opportunities for targeted professional learning with staff that supports their individual goals, and the schools' strategic goals.
Leaders and teachers are proactive in engaging with a range of external agencies to successfully support learner wellbeing.
Teachers work well together to increasingly embed effective teaching practice in their classrooms that improves learner outcomes.
Leaders and teachers regularly analyse and use assessment information to inform planning, teaching and learning to meet students’ needs.
Teachers use a range of teaching strategies to adapt learning to meet students’ needs; monitoring the impact of effective teaching strategies is a key next step.
Teachers implement strengths-based approaches to support learning outcomes for all learners, especially Pacific learners and Māori learners.
The school is working towards embedding key organisational conditions that support student engagement are being embedded.
Well-considered learning support programmes are provided for all learners, especially for those with complex needs, to successfully access the curriculum.
Parents are regularly encouraged to participate in the life of the school and are appropriately supported to understand the learning pathways for their children.
Children’s cultures are highly valued and celebrated, including te reo Māori and mātauranga Māori , to support learners’ sense of belonging.
The board is learner focused and receives regular student achievement information that informs evidence-based resourcing decisions and key next steps.
Part B: Where to next?
The agreed next steps for the school are to:
implement structured literacy and structured mathematics programmes to accelerate outcomes for all learners
evaluate the impact of teaching and learning strategies that support the acceleration of outcomes for all learners to determine what is working well and identify next steps for learning
increase regular student attendance rates.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
establish structured literacy and mathematics programmes to improve learner outcomes
engage with whānau to identify the barriers to attending school regularly and develop a plan for improvement
Every six months:
monitor and review the implementation of structured literacy and mathematics programmes on learner outcomes, especially Pacific learners and Māori learners
identify and monitor effective teaching and learning strategies and interventions which support the acceleration of progress and achievement for all learners
continue to monitor attendance and respond to needs as they arise
Annually:
evaluate and report progress against impact of literacy and mathematics programmes, effective teaching and learning strategies and interventions and attendance rates, for better learner outcomes, to the board and community, to help them know what is working and for which groups of learners.
Actions taken against these next steps are expected to result in:
improved student achievement outcomes for all learners, particularly Māori and Pacific learners
increased engagement and attendance rates
successful structured literacy and mathematics programmes embedded across the school.
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 Evaluation 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 Acting Director of Schools
3 March 2025
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).