Panama Road School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 344
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 139 Panama Road, Mt Wellington, Auckland
- Territorial authority
- Maungakiekie-Tāmaki Local Board Area
- Phone
- 09-2768508
- office@panamard.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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 29
- Māori
- 75
- Pacific
- 218
- Asian
- 58
- MELAA
- 20
- Other
- 5
- 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 | 26 | 3 | 4 | 1 | 0 | 0 | 37 |
| Year 02 | 9 | 28 | 10 | 2 | 1 | 1 | 0 | 51 |
| Year 03 | 15 | 31 | 2 | 1 | 0 | 1 | 0 | 48 |
| Year 04 | 9 | 24 | 9 | 2 | 0 | 1 | 0 | 44 |
| Year 05 | 9 | 28 | 10 | 4 | 1 | 2 | 0 | 50 |
| Year 06 | 12 | 32 | 7 | 0 | 2 | 1 | 0 | 54 |
| Year 07 | 9 | 24 | 6 | 3 | 0 | 1 | 0 | 43 |
| Year 08 | 5 | 18 | 6 | 4 | 1 | 0 | 0 | 34 |
| Total | 71 | 211 | 53 | 20 | 6 | 7 | 0 | 361 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 27 | 4 | 4 | 1 | 0 | 0 | 39 |
| Age 06 | 9 | 27 | 9 | 2 | 1 | 1 | 0 | 49 |
| Age 07 | 15 | 31 | 2 | 1 | 0 | 1 | 0 | 48 |
| Age 08 | 9 | 24 | 9 | 2 | 0 | 1 | 0 | 44 |
| Age 09 | 9 | 27 | 10 | 4 | 1 | 2 | 0 | 49 |
| Age 10 | 12 | 34 | 7 | 1 | 2 | 1 | 0 | 57 |
| Age 11 | 7 | 20 | 5 | 2 | 0 | 0 | 0 | 34 |
| Age 12 | 6 | 19 | 6 | 3 | 1 | 1 | 0 | 36 |
| Age 13 | 1 | 2 | 1 | 1 | 0 | 0 | 0 | 5 |
| Total | 71 | 211 | 53 | 20 | 6 | 7 | 0 | 361 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
15.9%
| Panama Road School | 15.9% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 29.9% |
| Māori | 55.7% |
| Pacific | 9.5% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 15.9% |
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
8.2%
| Panama Road School | 8.2% |
|---|---|
| Auckland Region | 3% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 15.7% |
| Māori | 46% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 8.2% |
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%
| Panama Road 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)
- 511
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori or a Pacific language
- Urban / rural
- Major urban area
- Date opened
- 31 August 1960
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
- 23 January 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (23 January 2025)
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 23 January 2025 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 344 — 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 2019
225
Counted while ERO’s review team was at the school. Education Review Office, report of 24 October 2019
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 23 January 2025 — “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
Panama Road School in Mt Wellington, Auckland provides education for learners in Years 1 to 8. There are two Māori Enrichment classes. The Panama Pride values, of ‘participation, respect, integrity, determination, and empowerment’, underpin the school’s culture.
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.
The greatest shift that occurred in response to the school’s action.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes are becoming more equitable and excellent for most learners.
Most learners achieve at expected curriculum levels in mathematics, and a large majority of learners achieve at this level in reading and writing.
Students express a strong sense of belonging to their school; they experience a positive, supportive learning environment that enhances their wellbeing and acknowledges their culture, language and identity.
Just over half of all students regularly attend school; while the school has not yet met the Ministry of Education’s target for regular attendance, leaders and teachers connect with and provide support to whānau to improve attendance.
Conditions to support learner success
Leaders increasingly foster a culture committed to high quality teaching and improving outcomes for all learners.
Leaders communicate effectively and work collaboratively to ensure the smooth and efficient management of the school.
School leaders plan and work alongside kaiako Māori and whānau Māori to progress their strategic aspiration of reaching bilingual status (Level 2); this is in direct response to whānau aspirations for their tamariki.
Senior leaders effectively use an external evaluator to assess their performance against their individual leadership goals and the school’s strategic goals to continually build their leadership capacity.
Teachers are taking steps to provide a responsive curriculum and use agreed teaching strategies to support the different needs of learners.
Professional development enhances teaching capability and is increasingly strengthening consistency of teaching and learning across the school.
Teachers discuss relevant evidence and design responsive strategies to provide purposeful, meaningful learning to improve outcomes for priority students.
Leaders and teachers share their professional knowledge across the wider education community; this extends understanding of curriculum expectations, to broaden teaching and learning opportunities.
Key school conditions are embedded and aligned to support learner success.
The board, leaders and teachers have a range of diverse, educational and community partnerships that add value to the school and enhance the conditions for learning.
The board increasingly scrutinises the school’s performance and asking relevant questions; they are taking steps to ensure the elements that enhance teaching and learning are prioritised.
Senior leaders are building an educational partnership with mana whenua, Ngāti Pāoa; mātauranga Māori is increasingly integrated throughout the school.
Part B: Where to next?
The agreed next steps for the school are to:
strengthen strategies and initiatives to improve attendance
continue to grow consistency of schoolwide high quality teaching and learning to support equitable and excellent learner outcomes
strengthen engagement with parents and whānau to improve attendance, learner progress and achievement.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
evaluate the impact of strategies used to improve attendance, report successes to the board and wider school community and collaborate on where to next
collate and analyse student outcomes to identify successful teaching and learning practices to inform where to next to increase consistency
gather feedback and ideas from whānau and develop a collaborative plan for improving attendance, progress and achievement.
Annually:
evaluate the impact of strategies designed to raise attendance and inform ongoing planning for improvement
evaluate the impact of teacher development on increasing the consistency of high quality teaching and learning to inform continuous improvement
report to the board and community about the impact of the collaborative plan with whānau , the effect it had on improving student attendance, progress and achievement to prioritise next steps.
Actions taken against these next steps are expected to result in:
regular attendance for all students
parent and whānau engagement that strengthens student attendance, progress and achievement
responsive teaching strategies that improve and sustain equitable and excellent learner outcomes across 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
23 January 2025
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).