Orakei School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 242
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Grace Street, Orakei, Auckland
- Territorial authority
- Ōrākei Local Board Area
- Phone
- 09-5210657
- office@orakei.school.nz
- Website
- http://www.orakei.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.
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/1402
[In Zone Enrolment Form](https://enrolments.linc-ed.com/apply/NZ/1402)
- https://enrolments.linc-ed.com/apply/NZ/1402
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
Ōrākei School offers places for International students from Years 1-8 within our school.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 94
- Māori
- 133
- Pacific
- 56
- Asian
- 25
- MELAA
- 21
- 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 | 23 | 13 | 3 | 4 | 0 | 13 | 0 | 40 |
| Year 02 | 5 | 3 | 3 | 1 | 1 | 9 | 0 | 20 |
| Year 03 | 14 | 4 | 5 | 3 | 0 | 12 | 0 | 33 |
| Year 04 | 14 | 3 | 2 | 1 | 0 | 9 | 0 | 23 |
| Year 05 | 23 | 6 | 4 | 5 | 0 | 18 | 0 | 47 |
| Year 06 | 20 | 5 | 2 | 4 | 0 | 5 | 0 | 31 |
| Year 07 | 18 | 6 | 6 | 3 | 0 | 14 | 0 | 35 |
| Year 08 | 7 | 1 | 2 | 5 | 0 | 6 | 0 | 19 |
| Total | 124 | 41 | 27 | 26 | 1 | 86 | 0 | 248 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 18 | 10 | 3 | 3 | 0 | 9 | 0 | 30 |
| Age 06 | 10 | 6 | 0 | 2 | 1 | 12 | 0 | 26 |
| Age 07 | 13 | 5 | 6 | 2 | 0 | 12 | 0 | 34 |
| Age 08 | 15 | 2 | 4 | 2 | 0 | 10 | 0 | 26 |
| Age 09 | 20 | 5 | 4 | 5 | 0 | 18 | 0 | 44 |
| Age 10 | 22 | 5 | 2 | 4 | 0 | 4 | 0 | 33 |
| Age 11 | 16 | 6 | 4 | 3 | 0 | 10 | 0 | 29 |
| Age 12 | 9 | 2 | 3 | 2 | 0 | 9 | 0 | 20 |
| Age 13 | 1 | 0 | 1 | 3 | 0 | 2 | 0 | 6 |
| Total | 124 | 41 | 27 | 26 | 1 | 86 | 0 | 248 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Orakei School | 0% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Orakei School | 0% |
|---|---|
| Auckland Region | 3% |
| Full Primary | 3.9% |
| 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%
| Orakei School | 0% |
|---|---|
| Auckland Region | 1.4% |
| Full Primary | 1.7% |
| 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)
- 449
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Major urban area
- Date opened
- 1 July 1938
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
- 5
- Last reviewed
- 20 September 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (20 September 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 20 September 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 242 — 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.
September 2019
399
Counted while ERO’s review team was at the school. Education Review Office, report of 4 December 2019
March 2016
212
Counted while ERO’s review team was at the school. Education Review Office, report of 1 June 2016
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 20 September 2024 — “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
Orakei School near Tāmaki Drive in Auckland has a historical connection to Ngāti Whātua o Ōrākei . The school’s values, including creativity and self-belief, underpin the curriculum. The school provides a Māori immersion learning pathway for tamariki in the rumaki classes.
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
Outcomes for learners show increasing equity in reading, writing and mathematics.
The large majority of learners are achieving at or above expected curriculum levels in reading, writing and mathematics; the school is yet to have equitable achievement outcomes for Māori and Pacific learners in these areas.
Learners actively participate in te reo Māori , and tikanga Māori ; this supports their sense of wellbeing and belonging.
The school is not yet meeting national Ministry of Education targets for regular attendance.
Conditions to support learner success
Leadership sets appropriate goals for teaching and learning.
Leaders support each other and use their strengths to actively work to pursue the school’s vision for learner success.
The principal is strengthening relational trust with whānau , staff and students to improve learner engagement.
Leaders provide clear guidelines to support teacher effectiveness, including using assessment to inform teaching practice; embedding these expectations is a priority.
Teachers are taking steps to improve their teaching practice and provide a responsive curriculum.
Teachers are beginning to discuss student achievement information to support their teaching practice and outcomes for learners; continuing to formalise regular discussions in professional learning groups is a key priority.
Learners with additional needs are identified and teachers provide tailored programmes that effectively meet their needs and improve outcomes.
Positive partnerships support school improvement.
The board regularly seek the aspirations of whānau and the community to inform strategic decisions and forward planning.
The board resources strategically so that professional development is relevant to meeting school goals including resourcing a wide range of learning opportunities for learners.
Leaders and the board use the strengths of Ngāti Whātua o Ōrākei to support learner outcomes and successful partnerships.
Representatives from Ngāti Whātua o Ōrākei support staff to develop the school curriculum and reflect the history and aspirations of the local iwi .
Tamariki outcomes
Tamariki confidently reflect Ngāti Whātua knowledge through the recitation of karakia , pepeha , and whakapapa .
Tamariki are motivated and enthusiastic to participate in learning discussions using te reo Māori .
Tamariki are intentionally exposed to te reo and tikanga of Ngāti Whātua .
Conditions to support learners
Modelling of quality te reo and tikanga Māori strengthens tamariki understanding of te ao Māori .
Kaiako intentionally use a range of inclusive practices that respond to tamariki needs
Iwi resources and partnerships ensure tamariki can engage with wider community events and people.
Priorities for Improvement
Develop te reo Māori oral language through structured reading and writing vocabulary, fluency, and comprehension.
Implement strategies to develop te reo Māori vocabulary and language structures.
Develop robust assessment practices and tracking and monitoring of achievement data.
Part B: Where to next?
The agreed next steps for the school are to:
leaders develop a clear, realistic timeline to introduce and implement each initiative
accelerate the achievement of learners who need this most, including Māori and Pacific learners
document the school curriculum for all learning areas as a guide for teaching and learning to help embed effective teaching practice
increase and sustain high levels of regular student attendance
continue building and strengthening reciprocal relationships with Ngāti Whātua o Ōrākei to support tamariki learning.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
teachers will analyse midyear data, to further identify target students and develop action plans that identify next steps for each learner
leaders and teachers formalise teams to enable staff to regularly discuss assessment information and achievement to determine what to do next for target students
leaders and teachers begin documenting the school curriculum
leaders develop a clear, realistic timeline for the introduction and implementation of each of the initiatives.
Every six months:
continue to collaboratively work with iwi to build mutually beneficial relationships that support outcomes for tamariki
student achievement data is analysed to identify students’ progress and achievement, particularly for Māori and Pacific learners
leaders and teachers review relevant learning progressions in reading, writing and mathematics
leaders establish a system for classroom observations and feedback to teachers
leaders plan for professional development to be aligned with and support the direction of change.
Annually:
leaders and teachers review student achievement data and evaluate the impact of professional learning in mathematics; report these findings to the board to determine ongoing actions
leaders and teachers evaluate the curriculum and continue to develop long term plans for embedding effective teaching practice
monitor the rates of student attendance and report trends and patterns to the board
leaders and teachers develop a school evaluation cycle to support the school’s improvement journey.
Actions taken against these next steps are expected to result in:
improved attendance and learning opportunities to support achievement outcomes for tamariki
equitable achievement outcomes for Māori and Pacific learner in literacy and mathematics
a school curriculum document, that has learning progressions in all learning areas, and is used by teachers to improve outcomes for learners
effective teaching practice across the school that improves outcomes for all learners.
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
Shelley Booysen Director of Schools
20 September 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 5 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).