Nukumea Primary School - Te Kura Tuatahi O Nukumea
Contributing · State
- Year levels
- 1–6
- Total roll
- 89
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 9 Cozier Pl, Orewa, Auckland
- Territorial authority
- Hibiscus and Bays Local Board Area
- Phone
- 09-320 1376
- not reported
- 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.
- How to enrol
- https://docs.google.com/document/d/1eDFw3ZIr09xAR6vC91mRm7skxoduXYi1W4u2drxyiNQ/edit?usp=sharing
Please [fill in this form to express your interest](https://docs.google.com/document/d/1eDFw3ZIr09xAR6vC91mRm7skxoduXYi1W4u2drxyiNQ/edit?usp=sharing) [in a place for your child and email it to](https://docs.google.com/document/d/1eDFw3ZIr09xAR6vC91mRm7skxoduXYi1W4u2drxyiNQ/edit?usp=sharing) the office by Wednesday 14 October 2026.
- https://docs.google.com/document/d/1eDFw3ZIr09xAR6vC91mRm7skxoduXYi1W4u2drxyiNQ/edit?usp=sharing
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.
- In their words
- Whakataukī/Vision Statement:
- Poipoia te kākano, kia puāwai - nurture the seed and it will flourish
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 64
- Māori
- 7
- Pacific
- 4
- Asian
- 19
- MELAA
- 13
- Other
- 7
- 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 | 1 | 1 | 3 | 3 | 0 | 11 | 0 | 14 |
| Year 02 | 0 | 1 | 4 | 2 | 2 | 7 | 0 | 13 |
| Year 03 | 0 | 1 | 3 | 2 | 1 | 7 | 0 | 13 |
| Year 04 | 1 | 2 | 3 | 3 | 0 | 4 | 0 | 9 |
| Year 05 | 0 | 0 | 2 | 1 | 2 | 6 | 0 | 10 |
| Year 06 | 1 | 1 | 3 | 0 | 1 | 8 | 0 | 12 |
| Year 07 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 |
| Total | 3 | 6 | 18 | 12 | 6 | 43 | 0 | 72 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 1 | 2 | 3 | 0 | 11 | 0 | 13 |
| Age 06 | 0 | 1 | 5 | 2 | 2 | 7 | 0 | 14 |
| Age 07 | 0 | 1 | 3 | 1 | 0 | 7 | 0 | 11 |
| Age 08 | 1 | 2 | 4 | 4 | 0 | 4 | 0 | 11 |
| Age 09 | 0 | 0 | 1 | 0 | 3 | 5 | 0 | 8 |
| Age 10 | 1 | 1 | 3 | 1 | 1 | 9 | 0 | 14 |
| Age 11 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 |
| Total | 3 | 6 | 18 | 12 | 6 | 43 | 0 | 72 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Nukumea Primary School - Te Kura Tuatahi O Nukumea | 0% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | Not available (source marker: "nd") |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
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%
| Nukumea Primary School - Te Kura Tuatahi O Nukumea | 0% |
|---|---|
| Auckland Region | 3% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | Not available (source marker: "nd") |
| 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%
| Nukumea Primary School - Te Kura Tuatahi O Nukumea | 0% |
|---|---|
| Auckland Region | 1.4% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | Not available (source marker: "nd") |
| 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)
- 412
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 31 December 2022
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
- 1
- Last reviewed
- 2 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 2 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
What ERO wrote in its latest report
This is ERO’s report of 2 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
Nukumea Primary School – Te Kura Tuatahi o Nukumea opened in 2023 and provides education for learners in Years 1 to 6. The roll is approximately 70 and has learners from a diverse range of cultures. The school’s vision, Poipoia te kākano, kia puāwai - Nuture the seed and it will flourish , is supported by the core values of Tūrangawaewae, Kaitiakitanga, Manaakitanga and Whakapuāwai , that were gifted to the school by local iwi .
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? Success and progress for all learners is increasing.
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 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 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 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 large majority of learners meet or exceed the expected curriculum level. Results are 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 large 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.
The large majority of learners attend school regularly.
The school is approaching the target of 80% regular attendance.
The school is developing 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 is improving its approach and the reliability of its practices to accurately 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 experienced significant roll growth since it opened in 2023. This has an impact on schoolwide progress and achievement information.
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 targets and/or pānui, tuhituhi and pāngarau 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 learn in positive, supportive and inclusive classrooms that enhance their sense of belonging and wellbeing.
Leaders and teachers design and implement learning and student leadership opportunities through the lens of the school values. As a result, students can clearly articulate these values and why they are important to them as people and learners.
Students benefit from rich experiences to learn across the curriculum; strong links to the local environment provide powerful opportunities for all learners to contribute to and care for their community.
Teachers provide learning contexts, models and exemplars that are relevant to students’ learning, and students speak confidently about their current goals.
Structured approaches to literacy are well embedded schoolwide; fully implementing the mathematics curriculum is a focus for 2025.
Teachers are well supported by senior leaders to inquire into their teaching practice. The use of collaborative inquiry, along with observation cycles and feedback, enable teachers to reflect on and adjust their practice to improve learner progress and achievement.
Strong, positive relationships between the School Board, staff and community are evident, including effective communication and increasingly inclusive consultation approaches that contribute to strategic planning.
Key priorities
Strengthen the consistency of teaching and assessment practices across the school.
Accelerate the progress of learners at risk of underachieving in literacy and mathematics.
Develop schoolwide evaluation systems and processes to measure the impact of teaching and learning approaches on student outcomes.
Improve regular attendance for all learners.
Actions to bring about improvement
Within six months:
leaders design and implement processes that strengthen staff understanding and use of schoolwide evaluation for improvement
the School Board and leaders formalise attendance plans so that processes and targets are known and understood among all staff
Every six months:
leaders and teachers engage in professional learning to strengthens their knowledge and skills in the teaching and assessment of literacy and mathematics
leaders and teachers review attendance initiatives to inform next steps
Annually:
leaders evaluate the effectiveness of evaluation processes to understand and make decisions about approaches that make the biggest difference to learner outcomes
the School Board and leaders review student attendance, progress and achievement information, including the impact of initiatives and actions and identify improvement priorities.
Expected outcomes
Increasingly excellent and equitable outcomes for all learners in literacy and mathematics.
Consistent and high-quality teaching and assessment practices across the school.
Embedded evaluation systems and processes that ensure ongoing improvement of learner outcomes.
Improved rates of regular student attendance.
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 (Acting)
2 September 2025
Read the full report on ero.govt.nz →
All 1 report 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).