Papatoetoe High School
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 1,815
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 19 Nicholson Avenue, Papatoetoe, Auckland
- Territorial authority
- Ōtara-Papatoetoe Local Board Area
- Phone
- 09-2784086
- office@papatoetoehigh.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.
- Uniform
- Required
Shirt: Regulation grey shirt - short or long sleeve, with school logo and customized collar.
- Required
- How to enrol
- https://papatoetoehigh.school.kiwi/
Please click [Enrolments](https://papatoetoehigh.school.kiwi/) to enrol a student.
- https://papatoetoehigh.school.kiwi/
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.
- International students
- Accepted, as stated
The school will decide whether or not an application is accepted. Factors taken into consideration will include the applicant's suitability for study at the school, e.g. English language ability, previous school record, age (students over 18 will not be considered), accommodation availability and the number of places available in our international students' programme.
- Accepted, as stated
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Environment Group
- Papversity
- Spoken Word Poetry
- Art Club
- Aikido Club
- 50 Cents Craft Club
- Crochet Club
- Student Librarians
- Amnesty International
- Youth Health Club
- Key Club
- Model United Nations Assembly
- Robotics Club
- Speech Club
- Duke of Edinburgh
- Events Committee
- Pap-arazzi
- TOPS Squad
- PSSP
- HSA
- Whaitake Warriors
- Bee Club
- Book Chat
- UN (United Nations) Youth Club
- CodeCraft AI
- Debating Club
- Athletics
- Badminton
- Basketball
- Chess Club
- Cricket
- Curling
- Football
- Hockey
- Rugby league
- Waka Ama
- Netball
- Orienteering
- Rugby
- Table Tennis
- Tag
- Tennis
- Touch
- Volleyball
- Weightlifting
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 177
- Māori
- 252
- Pacific
- 666
- Asian
- 1,016
- MELAA
- 38
- Other
- 5
- International
- 14
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 09 | 64 | 139 | 191 | 6 | 1 | 42 | 0 | 355 |
| Year 10 | 51 | 141 | 219 | 6 | 0 | 41 | 1 | 393 |
| Year 11 | 53 | 125 | 205 | 6 | 1 | 34 | 3 | 356 |
| Year 12 | 50 | 120 | 206 | 2 | 0 | 33 | 7 | 361 |
| Year 13+ | 38 | 85 | 175 | 6 | 1 | 19 | 1 | 285 |
| Total | 256 | 610 | 996 | 26 | 3 | 169 | 12 | 1750 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 12 | 1 | 1 | 1 | 0 | 0 | 1 | 0 | 2 |
| Age 13 | 47 | 114 | 144 | 6 | 1 | 35 | 0 | 278 |
| Age 14 | 57 | 135 | 233 | 5 | 0 | 42 | 0 | 401 |
| Age 15 | 58 | 130 | 200 | 6 | 1 | 35 | 3 | 358 |
| Age 16 | 48 | 118 | 164 | 3 | 0 | 29 | 4 | 311 |
| Age 17 | 39 | 95 | 182 | 3 | 0 | 21 | 5 | 303 |
| Age 18 | 6 | 14 | 66 | 3 | 1 | 4 | 0 | 87 |
| Age 19+ | 0 | 3 | 6 | 0 | 0 | 2 | 0 | 10 |
| Total | 256 | 610 | 996 | 26 | 3 | 169 | 12 | 1750 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
87.7%
| Papatoetoe High School | 87.7% |
|---|---|
| Auckland Region | 90.1% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 86.2% |
|---|---|
| Male | 88.8% |
| Māori | 77.6% |
| Pacific | 84.5% |
| Asian | 91.5% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 82.6% |
| Total | 87.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 1 data (2023-2025)
Percentage with NCEA level 2 or above — 2025
81.6%
| Papatoetoe High School | 81.6% |
|---|---|
| Auckland Region | 85.3% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 80% |
|---|---|
| Male | 82.9% |
| Māori | 73.5% |
| Pacific | 77.7% |
| Asian | 84.9% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 69.6% |
| Total | 81.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 2 data (2023-2025)
Percentage with NCEA level 3 or above — 2025
66.3%
| Papatoetoe High School | 66.3% |
|---|---|
| Auckland Region | 71.7% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 70.3% |
|---|---|
| Male | 63.1% |
| Māori | 49% |
| Pacific | 62.1% |
| Asian | 70.4% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 47.8% |
| Total | 66.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
16.6%
| Papatoetoe High School | 16.6% |
|---|---|
| Auckland Region | 14.6% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 17.9% |
|---|---|
| Male | 15.5% |
| Māori | 12.2% |
| Pacific | 13.6% |
| Asian | 17.6% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 21.7% |
| Total | 16.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison Vocational Pathway data (2023-2025)
Retention
Percentage staying until at least 17th birthday — 2025
88.3%
| Papatoetoe High School | 88.3% |
|---|---|
| Auckland Region | 88.9% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 86.2% |
|---|---|
| Male | 89.8% |
| Māori | 81.6% |
| Pacific | 83.5% |
| Asian | 91.5% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 78.3% |
| Total | 88.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| MELAA | not reported |
|---|---|
| Female | not reported |
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
89%
| Papatoetoe High School | 89% |
|---|---|
| Auckland Region | 29.7% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 73.4% |
|---|---|
| Male | 103.4% |
| Māori | 215.3% |
| Pacific | 109.1% |
| Asian | 54.1% |
| Other | 94.8% |
| European/Pākehā | 129.7% |
| Total | 89% |
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
1.2%
| Papatoetoe High School | 1.2% |
|---|---|
| Auckland Region | 3% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 1.3% |
|---|---|
| Male | 1.2% |
| Māori | 5.8% |
| Pacific | 2.6% |
| Asian | 0.6% |
| Other | 0% |
| European/Pākehā | 3.3% |
| Total | 1.2% |
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
0.8%
| Papatoetoe High School | 0.8% |
|---|---|
| Auckland Region | 1.4% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 1.6% |
|---|---|
| Male | 0% |
| Māori | 4.6% |
| Pacific | 2.1% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 3.8% |
| Total | 0.8% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 472
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 4 February 1957
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
- 4
- Last reviewed
- 1 December 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (1 December 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 1 December 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.
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 1815 — 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 2018
1396
Counted while ERO’s review team was at the school. Education Review Office, report of 27 September 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 1 December 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 12 months of the Education Review Office and Papatoetoe High 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
Papatoetoe High School caters for students in Years 9 to 13. Located in South Auckland, the school serves a culturally diverse community and is focused on meeting the needs of individual learners. School values are integrated into the life of the school and connection with the community. The senior leadership team are managing a period of significant roll growth.
Papatoetoe High School’s strategic priorities for improving outcomes for learners are:
culturally responsive and relational pedagogy
educationally powerful connections with parents, families and whānau
instructional capability
evaluative capability
organisational capability.
You can find a copy of the school’s strategic and annual plan on Papatoetoe High School ’s website.
ERO and the school are working together to evaluate how effectively students are being supported and prepared to meet the updated NCEA qualification literacy and numeracy co-requisites.
The rationale for selecting this evaluation is:
the literacy and numeracy co-requisites become a mandatory component of the NCEA qualification from 2024
all learners must succeed in the literacy and numeracy co-requisites to be awarded NCEA at any level
to ensure all learners attain the literacy and numeracy co-requisites prior to leaving Papatoetoe High School.
The school expects to see:
teachers consistently using effective culturally responsive and relational teaching strategies and practices in adaptive ways to promote equitable and excellent learner outcomes
established educational powerful connections, communication and relationships with whanau, iwi , parents, families, and the community
continuously improving processes, including collaboration and moderation, to improve the impacts of teaching on learning
students assisted to develop and engage in their own coherent learning pathway
school leadership continually adapting implementation and strategy to deliver on the school’s annual and strategic priorities.
Strengths
The school can draw from the following strengths to support its goal to evaluate how effectively students are supported to meet the literacy and numeracy co-requisites:
learners experience a responsive, rich, broad and deep localised curriculum, which continually improves and responds to their cultures, languages and identities
there is an explicit focus on Māori learners being able to experience success as Māori
teachers use effective teaching strategies and practices in adaptive ways to promote equitable and excellent learner outcomes
appropriate interventions support learners and focus on equity for Māori , Pacific and learners with diverse learning requirements
systematic, collaborative inquiry and internal monitoring and evaluation processes, practices and actions are embedded.
Where to next?
Moving forward, the school will prioritise:
literacy and numeracy professional learning for teachers
systemic improvements to accurately track and measure readiness of students for sitting the literacy and numeracy assessments
continued development of professional practice regarding culturally responsive and relational teaching and learning.
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
1 December 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
Read the full report on ero.govt.nz →
All 4 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).