Papakura Central School
Contributing · State
- Year levels
- 1–6
- Total roll
- 447
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 23 Ray Small Drive, Papakura
- Territorial authority
- Papakura Local Board Area
- Phone
- 09-2996009
- finance@papakuracentral.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
- 163
- Māori
- 115
- Pacific
- 93
- Asian
- 201
- 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 | 23 | 9 | 31 | 2 | 0 | 34 | 0 | 77 |
| Year 02 | 18 | 13 | 33 | 3 | 0 | 23 | 0 | 67 |
| Year 03 | 15 | 18 | 33 | 2 | 1 | 33 | 0 | 78 |
| Year 04 | 14 | 11 | 30 | 1 | 0 | 27 | 0 | 63 |
| Year 05 | 24 | 19 | 37 | 3 | 1 | 29 | 0 | 85 |
| Year 06 | 16 | 14 | 22 | 3 | 0 | 28 | 0 | 62 |
| Year 07 | 2 | 1 | 1 | 0 | 0 | 3 | 0 | 5 |
| Total | 112 | 85 | 187 | 14 | 2 | 177 | 0 | 437 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 22 | 8 | 28 | 2 | 0 | 33 | 0 | 72 |
| Age 06 | 14 | 11 | 34 | 3 | 0 | 20 | 0 | 65 |
| Age 07 | 20 | 20 | 29 | 2 | 1 | 32 | 0 | 75 |
| Age 08 | 14 | 12 | 37 | 1 | 0 | 31 | 0 | 73 |
| Age 09 | 22 | 18 | 35 | 3 | 1 | 29 | 0 | 82 |
| Age 10 | 18 | 15 | 22 | 3 | 0 | 29 | 0 | 64 |
| Age 11 | 2 | 1 | 2 | 0 | 0 | 3 | 0 | 6 |
| Total | 112 | 85 | 187 | 14 | 2 | 177 | 0 | 437 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
38.5%
| Papakura Central School | 38.5% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 67.9% |
| Māori | 124.6% |
| Pacific | 0% |
| Asian | 0% |
| Other | 139.2% |
| European/Pākehā | 0% |
| Total | 38.5% |
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%
| Papakura Central School | 0% |
|---|---|
| Auckland Region | 3% |
| Contributing | 3.5% |
| 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%
| Papakura Central School | 0% |
|---|---|
| Auckland Region | 1.4% |
| Contributing | 1.5% |
| 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)
- 437
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1972
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
- 2
- Last reviewed
- 2 September 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 2 September 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for students in Years 1 to 6
- Years 1 to 6
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 447 — 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 2018
396
Counted while ERO’s review team was at the school. Education Review Office, report of 7 August 2018
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 2 September 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 4 years to evaluate what is working well for learners and what needs to be improved.
About the School
Papakura Central School, located in Auckland provides education for students in Years 1 to 6. In 2024, the roll was 418, 42 percent of learners are of Asian heritage, 26 percent as Pacific and 21 percent identify as Māori . The vision of " Ko te piko o te mahuri, tērā te tupu o te rākau " , reflects a commitment to nurturing future growth. Since the previous ERO report, a new principal has been appointed and new leadership team established.
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? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from excellent 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 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 high quality education for learners are driving excellent school performance.
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 6
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 65% 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 large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are 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.
The large majority of learners attend school regularly.
The school is behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is 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.
Assessment information is used well 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 significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has significantly 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 for 2030.
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
School systems and processes for collecting, analysing and reviewing student progress and achievement information drive continuous school improvement.
A highly collaborative leadership team sets and pursues strategic priorities that place learners at the centre of school life, fostering a strong learning community; well-established systems and processes support the effective management of the school.
School leadership promotes a culture of shared responsibility, high expectations, and ongoing professional development for teachers.
Leaders and teachers foster strong learning focused partnership with families/ whānau ; robust processes ensure learners are well supported to transition successfully into and from the school.
Learners experience a positive and inclusive learning environment where physical and emotional safety is well promoted and underpinned by strong pastoral care systems.
Learners requiring additional support are promptly identified, with effective interventions implemented to address their needs and reduce barriers to learning.
The school provides a rich and well-structured curriculum that offers integrated learning opportunities with breadth and depth across all learning areas.
Teachers work well together to build capability and ensure consistent practice, supporting strong foundations in literacy and mathematics; structured literacy is embedded, and structured mathematics practices are being developed.
The School Board and principal take a strategic approach to resourcing and decision-making, using comprehensive information effectively to prioritise support for high-quality teaching and learning.
Key priorities
Sustain and improve regular attendance of all students.
Implement structured mathematics schoolwide to raise achievement.
Strengthen and embed leadership capability across the school to drive ongoing improvement.
Actions to bring about improvement
Every six months:
leaders and teachers review the impact of initiatives to increase students’ regular attendance and identify further action
leaders and teachers review and refine the schoolwide implementation of structured mathematics to ensure effective practice and sustain high levels of student achievement
Annually:
leaders review and refine the strategic framework to ensure leaders are responsive, effective, and working in alignment with evolving priorities for continuous improvement
the School Board and leaders review student attendance, progress, and achievement, as well as the implementation and impact of structured literacy mathematics across the school, to support ongoing strategic planning and decision-making.
Expected outcomes
Sustained and improved regular student attendance that meet the government targets.
Leadership across the school demonstrates strong evaluative capability, driving effective decision-making and continuous improvement.
High levels of student achievement in mathematics.
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
Yes
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 (Acting)
2 September 2025
Read the full report on ero.govt.nz →
All 2 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).