Paerata School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 177
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 32 Jonah Lomu Drive, Paerata
- Territorial authority
- Franklin Local Board Area
- Phone
- 09-2387050
- office@paerata.school.nz
- Website
- http://www.paerata.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.
- Uniform
- Required
Our uniform consists of: School Polo shirt, School Fleece, black shorts, skort, tights/pants or skirt and black shoes. In terms 1 and 4 students are required to wear a school hat when they are outside.
- Required
- Where to buy the uniform
- https://www.argyleonline.co.nz
Our School uniform is available to purchase through Argyle Online: [https://www.argyleonline.co.nz](https://www.argyleonline.co.nz)
- https://www.argyleonline.co.nz
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 97
- Māori
- 37
- Pacific
- 40
- Asian
- 39
- MELAA
- 10
- 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 | 3 | 1 | 11 | 0 | 0 | 10 | 0 | 24 |
| Year 02 | 1 | 8 | 3 | 0 | 1 | 16 | 0 | 24 |
| Year 03 | 6 | 5 | 7 | 1 | 0 | 14 | 0 | 25 |
| Year 04 | 3 | 6 | 5 | 0 | 0 | 7 | 0 | 14 |
| Year 05 | 5 | 12 | 4 | 0 | 0 | 9 | 0 | 22 |
| Year 06 | 8 | 3 | 3 | 0 | 1 | 11 | 0 | 19 |
| Year 07 | 4 | 4 | 3 | 1 | 0 | 5 | 0 | 14 |
| Year 08 | 7 | 7 | 3 | 1 | 1 | 6 | 0 | 18 |
| Total | 37 | 46 | 39 | 3 | 3 | 78 | 0 | 160 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 1 | 9 | 0 | 0 | 10 | 0 | 22 |
| Age 06 | 1 | 8 | 5 | 0 | 1 | 14 | 0 | 24 |
| Age 07 | 5 | 4 | 5 | 1 | 0 | 14 | 0 | 24 |
| Age 08 | 4 | 7 | 7 | 0 | 0 | 8 | 0 | 16 |
| Age 09 | 4 | 11 | 3 | 0 | 0 | 9 | 0 | 20 |
| Age 10 | 8 | 4 | 4 | 0 | 1 | 10 | 0 | 20 |
| Age 11 | 5 | 3 | 3 | 1 | 0 | 6 | 0 | 14 |
| Age 12 | 5 | 8 | 1 | 1 | 1 | 4 | 0 | 15 |
| Age 13 | 2 | 0 | 2 | 0 | 0 | 3 | 0 | 5 |
| Total | 37 | 46 | 39 | 3 | 3 | 78 | 0 | 160 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
9.4%
| Paerata School | 9.4% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 17.6% |
| Māori | 30% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 20.2% |
| Total | 9.4% |
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%
| Paerata 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%
| Paerata 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)
- 465
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- 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
- 3
- Last reviewed
- 10 November 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (5 October 2022)
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 5 October 2022 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 this report states about the school
As stated in ERO’s report of 10 November 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 10 November 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
Paerata School in Pukekohe , Auckland, provides education for learners in Years 1 to 8. The roll is 170, with 50% of students NZ European/ Pākehā , 25% identifying as Māori and 25% having Pacific heritage. The school’s vision is Growing Great People, and its values are Respect - Whakaute , Innovation - Auaha , Self-awareness - Hinengaro , and Excellence - Hiranga . A new principal was appointed in Term 3 2025.
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? The school is working towards high levels of success and progress for all learners.
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 an increasingly consistent focus on supporting learners to gain skills in foundational 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 responds well to a wide range 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 64% 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 not yet equitable for all groups of learners.
Mathematics A small majority of learners meet or exceed the expected curriculum level. Results are not yet 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.
A small majority of learners attend school regularly.
The school is behind 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 uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Teachers are developing their use of assessment information 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 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 and agrees this will need to be a key strategic priority.
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
Paerata School provides rich hands-on learning experiences for learners that support engagement in learning.
The school Board represents and reflects the local school community.
Curriculum opportunities are linked to community aspirations and connects with the Ngāti Tamaoho education plan.
Learners enjoy a well-resourced, vibrant and attractive learning environment that reflects the school’s rural heritage and location.
Structured approaches to reading, writing and mathematics are being extended across the school, and assessments are aligned with these approaches.
Key priorities
Implement targeted writing interventions to increase achievement.
Improve outcomes for all learner, including equitable outcomes for Māori and Pacific learners.
Introduce a cohesive mathematics learning programme across the school.
Review and refine the curriculum to create clarity around teaching and learning expectations.
Ensure a consistent focus on foundation skills in reading, writing and mathematics.
Improve students’ attendance at school.
Actions to bring about improvement
Within three months:
leaders develop and implement targeted responses to improve attendance
leaders and teachers work together to develop clear school expectations for effective teaching and learning strategies
Within six months:
all teachers focus on accelerating the progress of targeted learners in writing
leaders collect data and review how well mathematics programmes help students and identify the most effective strategies for schoolwide implementation
leaders review and refine the curriculum to ensure a focus on foundational literacy and mathematics programmes across teaching and learning
Every six months:
leaders and teachers work together to review how well the schools’ expectations for effective teaching and learning strategies are being used across the school, identify areas for improvement and plan next steps
Annually:
leaders and teachers evaluate the impact of writing interventions on progress and achievement for targeted learners, including Māori and Pacific learners, and plan for the following year
leaders evaluate the impact of mathematics interventions and programmes on learner outcomes, including Māori and Pacific learners, and plan for the following year
the school Board work with leaders to align strategic and annual plans with schoolwide expectations for teaching and learning to enable consistency of good practices
leaders and the school Board monitor and review attendance information, identify strategies for increasing attendance and share with the community.
Expected outcomes
A consistent schoolwide writing programme, and targeted interventions, which improve outcomes for all learners.
An evidence-based approach to implementing mathematics programmes to improve learner outcomes.
A school curriculum that includes clear expectations for effective teaching and learning programmes.
Improved 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
No
Actions for Compliance
The board and ERO has identified the following areas of non-compliance during the board assurance process:
maintain adequate employment records for staff appointments including safety checking, background and work history checks, sighting of certified or original identification checks and risk assessments [Section 31 (2) (c) Children’s Act 2014; Section 127 of the Education and Training Act 2020, which requires boards to act as good employers].
The Board is yet to address the areas of non-compliance identified.
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
10 November 2025
Read the full report on ero.govt.nz →
All 3 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).