Oaklynn Special School
Specialist School · State
- Year levels
- not reported
- Total roll
- 228
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 20 Mayville Avenue, New Lynn, Auckland
- Territorial authority
- Whau Local Board Area
- Phone
- 09-8274748
- admin@oaklynn.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 80
- Māori
- 29
- Pacific
- 86
- Asian
- 65
- MELAA
- 24
- Other
- 0
- 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 | 0 | 3 | 1 | 0 | 0 | 1 | 0 | 3 |
| Year 02 | 3 | 7 | 5 | 2 | 0 | 4 | 0 | 16 |
| Year 03 | 4 | 10 | 11 | 2 | 0 | 7 | 0 | 25 |
| Year 04 | 1 | 7 | 6 | 0 | 1 | 4 | 0 | 15 |
| Year 05 | 3 | 5 | 4 | 2 | 0 | 5 | 0 | 14 |
| Year 06 | 1 | 2 | 3 | 3 | 0 | 5 | 0 | 12 |
| Year 07 | 1 | 8 | 3 | 3 | 0 | 6 | 0 | 17 |
| Year 08 | 3 | 9 | 3 | 0 | 0 | 4 | 0 | 16 |
| Year 09 | 2 | 4 | 2 | 1 | 0 | 6 | 0 | 10 |
| Year 10 | 2 | 3 | 2 | 0 | 0 | 5 | 0 | 10 |
| Year 11 | 1 | 4 | 3 | 1 | 0 | 0 | 0 | 8 |
| Year 12 | 1 | 7 | 5 | 1 | 0 | 10 | 0 | 19 |
| Year 13+ | 7 | 10 | 18 | 3 | 0 | 23 | 0 | 56 |
| Total | 29 | 79 | 66 | 18 | 1 | 80 | 0 | 221 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 3 | 0 | 0 | 0 | 1 | 0 | 3 |
| Age 06 | 5 | 9 | 7 | 2 | 0 | 5 | 0 | 19 |
| Age 07 | 2 | 7 | 9 | 2 | 0 | 7 | 0 | 21 |
| Age 08 | 1 | 8 | 6 | 0 | 0 | 2 | 0 | 14 |
| Age 09 | 3 | 5 | 6 | 2 | 1 | 6 | 0 | 17 |
| Age 10 | 1 | 3 | 2 | 3 | 0 | 5 | 0 | 12 |
| Age 11 | 1 | 6 | 4 | 3 | 0 | 6 | 0 | 16 |
| Age 12 | 2 | 9 | 2 | 0 | 0 | 3 | 0 | 13 |
| Age 13 | 4 | 6 | 2 | 1 | 0 | 6 | 0 | 13 |
| Age 14 | 2 | 2 | 3 | 0 | 0 | 5 | 0 | 10 |
| Age 15 | 0 | 4 | 2 | 1 | 0 | 3 | 0 | 10 |
| Age 16 | 1 | 7 | 5 | 1 | 0 | 8 | 0 | 17 |
| Age 17 | 2 | 0 | 6 | 0 | 0 | 7 | 0 | 14 |
| Age 18 | 1 | 3 | 4 | 0 | 0 | 4 | 0 | 11 |
| Age 19+ | 4 | 7 | 8 | 3 | 0 | 12 | 0 | 31 |
| Total | 29 | 79 | 66 | 18 | 1 | 80 | 0 | 221 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
10%
| Oaklynn Special School | 10% |
|---|---|
| Auckland Region | 90.1% |
| Specialist School | 12.7% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | 20% |
| Asian | 0% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 16.7% |
| Total | 10% |
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
5%
| Oaklynn Special School | 5% |
|---|---|
| Auckland Region | 85.3% |
| Specialist School | 8% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | 20% |
| Asian | 0% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 0% |
| Total | 5% |
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
0%
| Oaklynn Special School | 0% |
|---|---|
| Auckland Region | 71.7% |
| Specialist School | 1.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | 0% |
| Asian | 0% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 0% |
| Total | 0% |
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%
| Oaklynn Special School | 0% |
|---|---|
| Auckland Region | 14.6% |
| Specialist School | 0.7% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | 0% |
| Asian | 0% |
| MELAA | Too few to report |
| Other | Not applicable |
| 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%
| Oaklynn Special School | 100% |
|---|---|
| Auckland Region | 88.9% |
| Specialist School | 79.1% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | 100% |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Not applicable |
| 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
5.6%
| Oaklynn Special School | 5.6% |
|---|---|
| Auckland Region | 29.7% |
| Specialist School | 24.1% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 7.9% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 20.2% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 5.6% |
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%
| Oaklynn Special School | 0% |
|---|---|
| Auckland Region | 3% |
| Specialist School | 3.4% |
| 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%
| Oaklynn Special School | 0% |
|---|---|
| Auckland Region | 1.4% |
| Specialist School | 1.8% |
| 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)
- 453
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 21 June 1960
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
- 2 April 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (2 April 2024)
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 2 April 2024 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 228 — 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.
November 2018
158
Counted while ERO’s review team was at the school. Education Review Office, report of 14 December 2018
May 2014
135
Counted while ERO’s review team was at the school. Education Review Office, report of 24 June 2014
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 2 April 2024 — “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 6 months of the Education Review Office and Oaklynn Special 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
This report is part of a nationally coordinated evaluation of 27-day specialist schools during the second half of 2023. This included the development of day specialist school evaluation indicators by ERO with significant input from principals, staff and the Special Education Principals’ Association of New Zealand (SEPAnz).
Context
Oaklynn Special School is in New Lynn, Auckland and caters for students in Years 1 to 15 with ongoing resourcing scheme (ORS) funding. Students learn in a variety of age specific settings, ranging from primary, secondary through to tertiary. The school has a base school, satellite classes at eleven local host schools and a tertiary unit in the local community district.
A specialist therapy team provide transdisciplinary support for students’ wellbeing and access to their learning. The specialist teacher outreach service based at the school works with ORS funded students enrolled in local schools. The school supports a small group of learners in their home setting.
The school continues to navigate and manage roll growth pressures along with the employment and property demands associated with this.
Oaklynn Special School School’s strategic priorities for improving outcomes for learners are that:
rangatahi leave Oaklynn Special School with a functional communication system
the school’s local curriculum will be embedded in the local area to meet its obligations under Te Tiriti o Waitangi
pedagogical assessments are evidence-based and culturally responsive, so that they provide robust information for individualised learning and teaching programmes.
You can find a copy of the school’s strategic and annual plan on Oaklynn Special School School’s website.
ERO and the school are working together to evaluate the effectiveness of the pedagogy and assessment practices, so they are reflective of a culturally responsive environment.
The rationale for selecting this evaluation is to:
more closely follow the progress of ākonga between 5 to 21 years of age
further develop clarity about each student’s learning pathway.
The school expects to see pedagogical assessments being evidence based and culturally responsive, so they provide robust information for successful individualised learning and teaching programmes.
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate how effective the pedagogy and assessment practices are reflective of a culturally responsive environment.
Students experience a highly collaborative environment where the curriculum fits the learner and staff focus on how they can support each ākonga to thrive socially, emotionally and academically.
Highly effective pedagogical school leadership that grows personal and professional leadership and through a coaching culture encourages critical thinking and innovation from all staff at every level of the school.
Sustained, reciprocal and valuable long-term relationships with local iwi, Te Kawerau ā Maki, which improves learning opportunities for students.
Comprehensive school systems that support ongoing monitoring, reporting and evaluation of each students’ progress, achievements and personal successes including strategies to enhance engagement.
Carefully researched evidence-based teaching and wellbeing approaches and targeted professional learning and development contribute to high levels of staff expertise in a wide range of pedagogical practices.
Students and staff live and enact the school values and expectations for being a member of a learning community that promotes student wellbeing, cultural identities and a strong sense of self as a learner.
Educationally powerful partnerships with whānau that informs individualised teaching and learning programmes.
Sustained active participation and contributions from the wider school community that positively impact on students in the base school, satellites in host schools and in the tertiary setting.
Where to next?
Moving forward, the school will prioritise continuing to develop a culturally responsive teaching practice model that provides:
an overarching curriculum document that reflects all that happens at Oaklynn Special School in a meaningful and authentic way
a comprehensive curriculum matrix to guide teaching staff in all learning areas.
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 of Schools
2 April 2024
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).