Paparimu School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 36
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 3 Matheson Road, Paparimu, Papakura
- Territorial authority
- Franklin Local Board Area
- Phone
- 09-2925861
- admin@paparimu.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.
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.
- School day starts
- 9:00am
School starts at 9:00am and finishes at 2:50 pm.
- 9:00am
- School day ends
- 2:50 pm
School starts at 9:00am and finishes at 2:50 pm.
- 2:50 pm
- Uniform
Not stated on the school’s website.
- Getting there
- A school bus service operated by Murphy's Buses, running twice daily and covering several routes
Paparimu School offers a school bus service operated by Murphy's Buses. The service runs twice daily, covering several routes to ensure students can travel safely to and from school.
- A school bus service operated by Murphy's Buses, running twice daily and covering several routes
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 30
- Māori
- 7
- Pacific
- 4
- Asian
- 2
- MELAA
- 1
- 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 02 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Year 03 | 1 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Year 04 | 2 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Year 05 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Year 06 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Year 08 | 1 | 0 | 0 | 1 | 0 | 4 | 0 | 5 |
| Total | 7 | 0 | 0 | 1 | 0 | 30 | 0 | 31 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 06 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Age 07 | 1 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Age 08 | 2 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Age 09 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Age 10 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Age 12 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Age 13 | 1 | 0 | 0 | 1 | 0 | 1 | 0 | 2 |
| Total | 7 | 0 | 0 | 1 | 0 | 30 | 0 | 31 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Paparimu 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 | 0% |
| Asian | 0% |
| Other | 0% |
| 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%
| Paparimu 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%
| Paparimu 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)
- 454
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 9 July 1899
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 May 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 6 May 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
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 36 — 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.
May 2019
30
Counted while ERO’s review team was at the school. Education Review Office, report of 30 July 2019
September 2015
23
Counted while ERO’s review team was at the school. Education Review Office, report of 19 November 2015
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 6 May 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.
About the School
Paparimu School is located near the Hunua Ranges, close to Hunua village. The small, rural school provides education for learners in Years 1 to 8 and has been educating local students for 125 years. The school’s roll is 30, with seven students identifying as Māori. The school’s PRIDE values (Passion, Respect, Integrity, Diversity, Excellence) underpin expectations for learning and behaviour.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high 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 a 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 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
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 large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
The school is exceeding 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
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
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 for 2030 and agrees this will need to be a key strategic priority.
Part B - Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Wellbeing data shows most students have a strong sense of belonging, positive relationships with their teachers and learn in a caring environment; there are high levels of attendance and engagement in learning.
Leadership and the board gather feedback from students, staff, parents and the community to inform school decision making and strategic direction.
The school is fully implementing a structured approach to the teaching of literacy and mathematics, meets the one hour a day requirement and there is a focus on students gaining strong foundational skills for learning.
A broad and rich curriculum supports students’ engagement in meaningful learning opportunities and caters well for the multi-levels within each classroom.
Extensive professional learning opportunities and regular involvement in school networks support leaders and teachers to strengthen collective capability for improvement.
A strong culture of collaboration enables leaders and teachers to regularly reflect on strategies and share practice.
Key priorities and actions for improvement
The agreed next steps for the school are to:
improve rates of acceleration for students who are at risk of not achieving in reading, writing and mathematics
strengthen effective teaching strategies to raise overall achievement in writing, especially for boys
analyse school progress data to strengthen internal evaluation and inform targeted action for continuous improvement.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
monitor and report on the rates of progress and targeted action for groups of students at risk of not achieving
Annually:
formally evaluate and report on the quality and effectiveness of school actions to improve outcomes for target learners and inform planning for continuous improvement.
Actions taken against these next steps are expected to result in:
improved levels of school-wide achievement in writing, especially for boys
increased rates of accelerated learning progress to improve equitable outcomes
a strategic approach to internal evaluation that improves outcomes for all learners.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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 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
Sharon Kelly Director of Schools (Acting)
6 May 2025
Education Counts
This 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).