Orere School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 38
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 275 Orere Point Road, Orere Point, Papakura
- Territorial authority
- Franklin Local Board Area
- Phone
- 09-2922736
- office@orere.school.nz
- Website
- http://www.orere.school.nz/
- Directions
- Get directions
Other schools nearby: schools in Auckland
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.
- Term dates
- Term 1, 2026: Monday 2 February - Thursday 2 April
Monday 2 February - Thursday 2 April
Year stated asTerm Dates 2026
- Term 2, 2026: Monday 20 April - Friday 3 July
Monday 20 April - Friday 3 July
Year stated asTerm Dates 2026
- Term 3, 2026: Monday 20 July - Friday 25 Sep
Monday 20 July - Friday 25 Sep
Year stated asTerm Dates 2026
- Term 4, 2026: Monday 12 October - Monday 14 Dec
Monday 12 October - Monday 14 Dec
Year stated asTerm Dates 2026
- Term 1, 2026: Monday 2 February - Thursday 2 April
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 32
- Māori
- 7
- Pacific
- 3
- Asian
- 3
- MELAA
- 1
- 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 | 2 | 1 | 0 | 1 | 0 | 2 | 0 | 3 |
| Year 02 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Year 03 | 0 | 0 | 1 | 0 | 0 | 3 | 0 | 4 |
| Year 04 | 1 | 2 | 0 | 1 | 0 | 5 | 0 | 5 |
| Year 05 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Year 06 | 1 | 0 | 0 | 1 | 0 | 5 | 0 | 5 |
| Year 07 | 2 | 1 | 1 | 0 | 0 | 6 | 0 | 6 |
| Year 08 | 3 | 3 | 0 | 0 | 0 | 5 | 0 | 6 |
| Total | 9 | 7 | 2 | 3 | 0 | 31 | 0 | 34 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 1 | 0 | 1 | 0 | 2 | 0 | 3 |
| Age 06 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Age 07 | 0 | 0 | 1 | 0 | 0 | 3 | 0 | 4 |
| Age 08 | 1 | 2 | 0 | 1 | 0 | 5 | 0 | 5 |
| Age 09 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Age 10 | 1 | 0 | 0 | 1 | 0 | 5 | 0 | 5 |
| Age 11 | 2 | 1 | 1 | 0 | 0 | 6 | 0 | 6 |
| Age 12 | 1 | 1 | 0 | 0 | 0 | 2 | 0 | 3 |
| Age 13 | 2 | 2 | 0 | 0 | 0 | 3 | 0 | 3 |
| Total | 9 | 7 | 2 | 3 | 0 | 31 | 0 | 34 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
108.6%
| Orere School | 108.6% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 191.5% |
| Māori | 0% |
| Pacific | 341.8% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 116.6% |
| Total | 108.6% |
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%
| Orere 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%
| Orere 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)
- 473
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1935
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 May 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (3 May 2023)
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 May 2023 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 38 — 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.
August 2017
38
Counted while ERO’s review team was at the school. Education Review Office, report of 27 November 2017
April 2014
46
Counted while ERO’s review team was at the school. Education Review Office, report of 25 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 3 May 2023 — “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 eleven months of the Education Review Office and Orere 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
Context
Orere School is located in a rural environment at Orere Point, in the Papakura district. The school provides education for students in Years 1 to 8.
Orere School’s strategic priorities for improving outcomes for learners are:
Ako - providing equitable opportunities for all to learn and succeed.
Hauroa - supporting the wellbeing of everyone in the school.
You can find a copy of the school’s strategic and annual plan on Orere School’s website.
ERO and the school are working together to evaluate how effectively students’ rates of progress are improved in literacy through targeted actions relating to individualised needs.
The rationale for selecting this evaluation is:
the importance the school places on continual improvement for all students, with a focus on enabling equitable outcomes for boys
the priority to continue developing a local curriculum that responds to individualised needs
the opportunity it provides to use a formalised process to strengthen evaluation practices and capability for improvement.
The school expects to see improved progress and equitable outcomes for learners in literacy.
Strengths
The school can draw from the following strengths to support its goal of increasing achievement outcomes in literacy:
Teachers who work collaboratively to respond to students’ individualised needs.
Ongoing support for families that enables regular levels of student attendance and engagement.
Positive connections between students and adults that promote school as a supportive place to learn.
Where to next?
Moving forward, the school will prioritise:
continuing to monitor and adapt targeted actions to raise students’ achievement in reading and writing
implementing and embedding systems and practices to sustain delivery of the school’s localised curriculum
strengthening evaluation capability to inform planning for improvement.
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
3 May 2023
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).