Panmure District School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 168
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 87 Mount Wellington Highway, Panmure, Auckland
- Territorial authority
- Maungakiekie-Tāmaki Local Board Area
- Phone
- 09-5277659
- office@panmure.school.nz
- Website
- http://panmure.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.
- How to enrol
- https://www.panmure.school.nz/wp-content/uploads/2024/08/Enrolment-Form.pdf
Option 2: Download and print from the school website.[Enrolment Form.pdf](https://www.panmure.school.nz/wp-content/uploads/2024/08/Enrolment-Form.pdf)
- https://www.panmure.school.nz/wp-content/uploads/2024/08/Enrolment-Form.pdf
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 6
- Māori
- 18
- Pacific
- 74
- Asian
- 80
- MELAA
- 4
- Other
- 1
- 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 | 12 | 11 | 0 | 1 | 1 | 0 | 28 |
| Year 02 | 5 | 10 | 12 | 1 | 0 | 0 | 0 | 28 |
| Year 03 | 2 | 11 | 8 | 0 | 1 | 0 | 0 | 22 |
| Year 04 | 3 | 10 | 11 | 3 | 0 | 1 | 0 | 27 |
| Year 05 | 5 | 7 | 7 | 1 | 0 | 1 | 0 | 20 |
| Year 06 | 0 | 7 | 7 | 1 | 0 | 2 | 0 | 15 |
| Year 07 | 4 | 7 | 12 | 0 | 0 | 1 | 0 | 23 |
| Year 08 | 4 | 5 | 10 | 0 | 0 | 0 | 0 | 19 |
| Total | 26 | 69 | 78 | 6 | 2 | 6 | 0 | 182 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 8 | 11 | 0 | 1 | 1 | 0 | 23 |
| Age 06 | 6 | 11 | 8 | 1 | 0 | 0 | 0 | 26 |
| Age 07 | 2 | 13 | 10 | 0 | 1 | 0 | 0 | 26 |
| Age 08 | 3 | 9 | 12 | 3 | 0 | 0 | 0 | 26 |
| Age 09 | 5 | 9 | 7 | 1 | 0 | 2 | 0 | 23 |
| Age 10 | 0 | 7 | 7 | 1 | 0 | 2 | 0 | 15 |
| Age 11 | 3 | 6 | 12 | 0 | 0 | 1 | 0 | 21 |
| Age 12 | 5 | 5 | 11 | 0 | 0 | 0 | 0 | 21 |
| Age 13 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 26 | 69 | 78 | 6 | 2 | 6 | 0 | 182 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
9.4%
| Panmure District School | 9.4% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 19.3% |
|---|---|
| Male | 0% |
| Māori | 70.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| 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%
| Panmure District 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%
| Panmure District 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
- Major urban area
- Date opened
- 28 February 1873
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
- 26 May 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (26 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 26 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.
What this report states about the school
As stated in ERO’s report of 26 May 2023 — not necessarily the position now. Each line quotes the sentence it came from.
- Also provides
- Sommerville Special School satellite class on site
Sommerville Special School satellite class on site
- Sommerville Special School satellite class on site
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 168 — 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.
June 2019
128
Counted while ERO’s review team was at the school. Education Review Office, report of 5 August 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 26 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 8 months of the Education Review Office and Panmure District 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
Panmure District School caters for years 1-8 ākonga /learners and is in Panmure, Auckland. The school’s vision is for the learning community to work together to grow innovative, confident, resilient leaders and learners. Ākonga can articulate the school values of respect, integrity, self-management, and empathy.
Panmure District School’s strategic priorities for improving outcomes for learners are to:
grow holistically academic students
grow effective learning relationships
grow school culture
grow staff capacity.
You can find a copy of the school’s strategic and annual plan on Panmure District School’s website.
ERO and the school are working together to evaluate the school’s focus on ākonga progress and achievement and how well culturally responsive teaching practice provides equitable and excellent learning outcomes for all ākonga .
The rationale for selecting this evaluation is:
recognition and focus on mitigating the constraints of attendance, transience and multiple years of a global pandemic
ongoing strengthening of assessment practices to develop teachers’ data literacy and assessment for learning (AfoL) practices
to ensure that newly implemented curriculum delivery and assessment practices and processes are evidenced through quality teaching and learning outcomes.
The school expects to see:
culturally responsive teaching and learning, where ākonga identity, culture and language are evidenced in every classroom and across the school’s broad curriculum
explicit and consistent teaching practice focused on continuous improvement in literacy and numeracy
authentic ākonga learning inquiries that enhance wellbeing, agency and success for all ākonga
an inclusive school culture where learning relationships, high expectations and attending school every day are the norms
Kaiako and kaiārahi identifying multiple opportunities to build positive connections with whānau and the community, to celebrate ākonga successes.
The school can draw from the following strengths to support it in its goal to focus on ākonga progress and achievement, underpinned by relational and culturally responsive teaching:
learning is differentiated to meet ākonga needs
ākonga critical and creative capabilities are developed through arts, music and child-centred inquiry
a collaborative local curriculum accesses Panmure District School’s environment, its maunga /mountain, lagoon and local business to build ākonga engagement and agency
kaiako and Kaiārahi are committed to equity and to every learner feeling valued
established links to the local area, partnering with Ngāti Pāoa who are mana whenua of the school.
Where to next?
Moving forward, the school will prioritise:
kaiako and Kaiārahi evaluating and adapting teaching practices to support ākonga to meet expected targets.
building structured literacy capability with kaiako
continuing to develop coaching skills to further support teachers in their professional development
evaluating assessment to ensure individual needs are met.
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
26 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
This school has Sommerville Special School satellite class on site.
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).