Oratia School
Contributing · State
- Year levels
- 1–6
- Total roll
- 438
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 1 Shaw Road, Oratia, Auckland
- Territorial authority
- Waitākere Ranges Local Board Area
- Phone
- 09-8186216
- principal@oratia.school.nz
- Website
- http://www.oratia.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.
- Getting there
- The Ministry of Education run a bus service with specific routes to service students who are in zone and live more than 3.2km away from school. There is no cost for this service.
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
We are proud to welcome international students and share with them the learning, culture, and community that make our school special.
- Accepted, as stated
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
- swimming comp
We will be hosting a swimming comp and Netball registration during this term.
- Netball
We will be hosting a swimming comp and Netball registration during this term.
- zonal cross country events
During Term 2 there is the zonal cross country events
- rugby
For winter sports sign ups will be run by the Tuakana teachers for rugby, football, netball, hockey and kiwi sports.
- football
For winter sports sign ups will be run by the Tuakana teachers for rugby, football, netball, hockey and kiwi sports.
- hockey
For winter sports sign ups will be run by the Tuakana teachers for rugby, football, netball, hockey and kiwi sports.
- kiwi sports
For winter sports sign ups will be run by the Tuakana teachers for rugby, football, netball, hockey and kiwi sports.
- zonal touch rugby competition
In Term 4 there is zonal touch rugby competition and sign ups for this are held in Term 3.
- zonal athletics
There is also our final competition of the year which is the zonal athletics.
- swimming comp
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 368
- Māori
- 80
- Pacific
- 46
- Asian
- 61
- MELAA
- 10
- Other
- 3
- 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 | 19 | 14 | 14 | 3 | 1 | 63 | 0 | 75 |
| Year 02 | 13 | 7 | 16 | 2 | 2 | 60 | 0 | 74 |
| Year 03 | 23 | 6 | 10 | 2 | 0 | 53 | 0 | 68 |
| Year 04 | 16 | 11 | 12 | 2 | 0 | 65 | 0 | 85 |
| Year 05 | 17 | 4 | 7 | 3 | 0 | 69 | 0 | 76 |
| Year 06 | 22 | 11 | 13 | 2 | 0 | 65 | 0 | 81 |
| Year 07 | 2 | 2 | 1 | 0 | 0 | 14 | 0 | 15 |
| Total | 112 | 55 | 73 | 14 | 3 | 389 | 0 | 474 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 19 | 14 | 15 | 3 | 1 | 64 | 0 | 76 |
| Age 06 | 13 | 6 | 13 | 2 | 2 | 58 | 0 | 70 |
| Age 07 | 22 | 6 | 12 | 2 | 0 | 54 | 0 | 70 |
| Age 08 | 17 | 11 | 12 | 2 | 0 | 65 | 0 | 86 |
| Age 09 | 17 | 5 | 7 | 3 | 0 | 68 | 0 | 75 |
| Age 10 | 22 | 11 | 13 | 2 | 0 | 67 | 0 | 83 |
| Age 11 | 2 | 2 | 1 | 0 | 0 | 13 | 0 | 14 |
| Total | 112 | 55 | 73 | 14 | 3 | 389 | 0 | 474 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Oratia School | 0% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 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%
| Oratia 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%
| Oratia 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)
- 410
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 16 November 1858
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
- 8 July 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (8 July 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 8 July 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.
What ERO wrote in its latest report
This is ERO’s report of 8 July 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
Oratia School is a contributing primary school situated in the foothills of the Waitakere Ranges in West Auckland . Lone Kauri School, near Karekare Beach, is an off-site attached school. The school’s vision is ‘to develop confident, connected learners who make a positive difference’. The school is a member of the Henderson Kāhui Ako .
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the 2022 ERO report, the school has focused on strengthening culturally sustaining practices that impact on learner outcomes.
Expected Improvements and Findings
The school expected to see:
An increase in learner engagement and wellbeing.
School attendance and wellbeing information shows a steady increase in attendance and engagement since 2022.
Learner engagement has improved; they effectively contribute to their own learning and incorporate their culture, identity and interests.
Strengthened reciprocal learning partnerships with whānau .
Parents and whānau have opportunities for meaningful participation in school decision-making.
Links with mana whenua are strengthened, particularly through the development of the localised curriculum.
Other Findings
During the course of the evaluation, it was found that professional development for teachers supported responsive teaching and local curriculum development. Leaders and teachers undertook research into the structures and relationships that work, embedded tuakana teina relationships and promoted opportunities for student learning through mihimihi and kapa haka .
The greatest shift that occurred in response to the school’s action was increased student engagement in learning through authentic learning experiences, resulting in improved equity and excellence in reading, writing and mathematics.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Achievement is becoming increasingly equitable and excellent, particularly in mathematics
Achievement outcomes across reading, writing and mathematics have improved since 2021; most learners achieve at or above expected curriculum levels.
Māori and Pacific learners progress and achieve at similar rates in mathematics to their peers; leaders and teachers recognise some areas of disparity in achievement of reading and writing and respond to this as a priority for teaching and learning.
The school meets the Ministry of Education attendance targets for the number of learners attending school regularly.
Conditions to support learner success
School leadership is highly effective and drives ongoing improvement.
Leaders use relevant internal and external expertise to facilitate the ongoing development of a rich local curriculum.
Leaders set and relentlessly pursue a small number of goals and targets that successfully accelerate the progress for those learners at risk of underachievement.
Leaders use a range of evidence to coherently plan and monitor the school’s strategic improvement and evaluate the effectiveness of strategies to improve learning and wellbeing.
Feedback from learners is gathered by leaders and increasingly incorporated in school reviews to promote engagement.
Learner success is supported by high quality teaching, rich learning across a broad curriculum and positive, mutually respectful school culture
A range of genuine learning opportunities that are closely connected to the local environment and mana whenua , Te Kawerau a Maki , positively promote engagement in learning.
Learners needing additional support are identified promptly, provided with individualised and effective support to learn and progress at an appropriate pace.
Learners shape their own learning through inquiry and problem-solving to promote engagement.
Well-aligned systems, structures and practices support success and improvement over time.
Teachers and leaders share high and equitable aspirations for the achievement, progress and wellbeing of all learners.
The board gives effect to Te Tiriti o Waitangi by ensuring local tikanga Māori , mātauranga Māori and te ao Māori are well-reflected the school plans, policies and curriculum and daily routines.
Leaders and teachers regularly and effectively use evaluative evidence to monitor the progress and impact of school improvement goals on learner outcomes.
Part C: Where to next?
The agreed next steps for the school are to:
further develop the Oratia School Leaver Profile to reflect parent and whānau aspirations
continue to embed the Oratia School curriculum learning model to further strengthen foundational skills in reading, writing and mathematics and learner identity and involvement
continue to analyse and respond to achievement, attendance, engagement and wellbeing information to refine teaching and learning practices and initiatives to ensure that these lead to progress and achievement
continue to strengthen the use of te reo and tikanga Māori as part of a school-wide te ao Māori approach.
Within six months:
engage with parents and whānau to inform the development of a reviewed Oratia School Leaver Profile
Every six months:
analyse and respond to student attendance, achievement, engagement and wellbeing information in order to know what is working and who for.
Annually:
review curriculum initiatives to ensure they continue to promote learner identity and involvement, and improve equitable and excellent outcomes for all
develop teaching, learning and curriculum goals to inform evidence-based strategic planning
continue to embed the professional capacity of teachers to increase the authentic use of te reo Māori and tikanga Māori .
Actions taken against these next steps are expected to result in:
improved equitable and excellent outcomes for all learners
an Oratia School Leaver Profile that reflects the school’s values and the aspirations of each learner
te ao Māori and the recognition of all cultures and identities are evident in classroom practices and throughout 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
Shelley Booysen Director of Schools
8 July 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).