Pakiri School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 8
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 4 Bathgate Road, Pakiri, Wellsford
- Territorial authority
- Rodney Local Board Area
- Phone
- 09-4226076
- office@pakiri.school.nz
- Website
- http://www.pakiri.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.
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.
- In their words
- "Kotahi te Hikoi Whakamua," our school whakatauki, translates as "Forward, Together as One." As a community, we have developed a shared vision based on our four guiding principles (pou) - Unity/Kotahitanga, Love/Aroha, Whakaute/Respect and Ako - A reciprocal learning approach. These are evident in the stories etched into our Waharoa. We work together to build our future.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 5
- Māori
- 6
- Pacific
- 1
- Asian
- 0
- MELAA
- 0
- 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 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 02 | 3 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Year 03 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 4 |
| Year 05 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 5 | 0 | 0 | 0 | 0 | 7 | 0 | 10 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 06 | 3 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Age 07 | 2 | 0 | 0 | 0 | 0 | 2 | 0 | 4 |
| Age 09 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 12 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 5 | 0 | 0 | 0 | 0 | 7 | 0 | 10 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Pakiri 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 | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| 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%
| Pakiri 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 | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| 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%
| Pakiri 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 | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| 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)
- 486
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 7 May 1877
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
- 6 March 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (6 March 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 6 March 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 6 March 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 15 months of the Education Review Office and Pakiri 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
Pakiri School caters for learners in years 1 – 8. It is a small rural school about 90 kilometres north of Auckland on the east coast. Most tamariki are of Māori descent and are affiliated to Ngati Wai and Ngati Manuhiri . Until recently a limited statutory manager has been working with the school board. A new principal was appointed at the beginning of 2023.
Pakiri School ’s strategic priorities for improving outcomes for learners are:
Children at all levels will experience educational success by receiving quality teaching and leadership – quality teaching and leadership make the difference for learners and their whānau .
The four pou W.A.K.A – whakaute, ako, kotahitanga, aroha – are well embedded in every aspect and at every level of school life, including governance, leadership, day to day management, and the learning and physical environments, (PB4L).
Learners at the centre – learners, with their whānau , are the centre of education.
You can find a copy of the school’s strategic and annual plan on Pakiri School ’s website.
ERO and the school are working together to evaluate how effectively the school is building learning networks that support it to achieve the best possible outcomes for all learners.
The rationale for selecting this evaluation is to:
develop a rich local curriculum
strengthen the learning environment to enable all children to achieve their best
continue to build partnerships with whānau , families and the community.
The school expects to see:
a successful, inclusive learning community where everyone feels valued
a local curriculum that reflects the school’s environment and supports teachers and children to celebrate their learning
whānau and family working with the school to develop a learning community.
Strengths
The school can draw from the following strengths to support its goal to evaluate how effectively the school is building learning networks that support it to achieve the best possible outcomes for all learners:
improved school governance and a board who are engaged and committed to the school vision
leadership is collaboratively building a culture of relational trust through an improvement focussed approach
staff are refining and strengthening processes and systems that support learner wellbeing and safety.
Where to next?
Moving forward, the school will prioritise:
consultation with whānau and the local community
surveying ākonga , whānau and staff to gather their ideas for school priorities
children making progress with their learning and being able to identify their next learning steps
professional development and learning focussed on creating a local curriculum.
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
6 March 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 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).