Papatoetoe North School
Contributing · State
- Year levels
- 1–6
- Total roll
- 752
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 25 Graeme Avenue, Mangere East, Auckland
- Territorial authority
- Ōtara-Papatoetoe Local Board Area
- Phone
- 09-2786153
- office@papnorth.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.sporty.co.nz/asset/downloadasset?id=727b4b01-1d05-4207-b694-4a49511bfbb6
Enrolment Form [Click here](https://www.sporty.co.nz/asset/downloadasset?id=727b4b01-1d05-4207-b694-4a49511bfbb6)
- https://www.sporty.co.nz/asset/downloadasset?id=727b4b01-1d05-4207-b694-4a49511bfbb6
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.
- In their words
- We will enact our vision through the values of;
- Whanaungatanga
- Tautua
- Kindness
- These values embody the journey of Papatoetoe North and the communities represented in the school community.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 65
- Māori
- 147
- Pacific
- 508
- Asian
- 245
- MELAA
- 6
- Other
- 7
- 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 | 24 | 88 | 46 | 3 | 0 | 10 | 0 | 125 |
| Year 02 | 29 | 86 | 41 | 0 | 0 | 14 | 0 | 126 |
| Year 03 | 22 | 79 | 42 | 1 | 2 | 7 | 0 | 116 |
| Year 04 | 22 | 77 | 31 | 1 | 1 | 17 | 0 | 107 |
| Year 05 | 25 | 92 | 44 | 2 | 1 | 11 | 0 | 128 |
| Year 06 | 25 | 79 | 54 | 0 | 0 | 10 | 0 | 139 |
| Year 07 | 3 | 19 | 4 | 0 | 0 | 3 | 0 | 22 |
| Total | 150 | 520 | 262 | 7 | 4 | 72 | 0 | 763 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 21 | 68 | 39 | 3 | 0 | 8 | 0 | 99 |
| Age 06 | 30 | 94 | 39 | 0 | 0 | 14 | 0 | 132 |
| Age 07 | 20 | 73 | 46 | 1 | 0 | 7 | 0 | 112 |
| Age 08 | 21 | 87 | 33 | 1 | 2 | 18 | 0 | 117 |
| Age 09 | 28 | 91 | 38 | 2 | 1 | 11 | 0 | 124 |
| Age 10 | 28 | 79 | 58 | 0 | 1 | 11 | 0 | 144 |
| Age 11 | 2 | 28 | 9 | 0 | 0 | 3 | 0 | 35 |
| Total | 150 | 520 | 262 | 7 | 4 | 72 | 0 | 763 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
54.3%
| Papatoetoe North School | 54.3% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 109.6% |
| Māori | 51.8% |
| Pacific | 66% |
| Asian | 34.6% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 54.3% |
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%
| Papatoetoe North 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%
| Papatoetoe North 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)
- 470
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori or a Pacific language
- Urban / rural
- Major urban area
- Date opened
- 16 November 1858
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
- 18 February 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (18 February 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 18 February 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 752 — 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.
March 2018
830
Counted while ERO’s review team was at the school. Education Review Office, report of 8 June 2018
November 2013
808
Counted while ERO’s review team was at the school. Education Review Office, report of 24 January 2014
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 18 February 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
Papatoetoe North School is in south Auckland and provides education for students from Years 1 to 6. The school’s vision is to have happy, healthy students enjoying success as themselves .
The school has three bilingual units: Te Whānau Tupuranga provides Māori bilingual learning; Fanau mo le Lumana’i provides Samoan bilingual learning; Gyan Uday provides Hindi bilingual learning.
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.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes show increasing equity for groups of learners.
A large majority of students achieve at and above expected curriculum levels in writing and mathematics; a small majority achieve this in reading.
Students have a strong sense of belonging to their school; they speak positively about a supportive learning environment that acknowledges their culture, language and identity.
Less than half of learners attend school regularly; the school continues to work towards the Government’s target for regular attendance.
Conditions to support learner success
Leaders increasingly foster a culture committed to high quality teaching and improving outcomes for all learners.
A highly collaborative senior leadership team ensures clear communication across staff and students to support effective management of day-to-day operations.
Leaders increasingly support and promote opportunities for teachers that build their leadership expertise and capability within the school.
Leadership continues to strengthen systems and processes for tracking and monitoring the progress of students at risk of not achieving, so that staff effectively respond to learner needs.
Students experience a broad range of meaningful learning opportunities within a positive and inclusive environment.
Respectful and collaborative relationships between staff and students support a learning environment that increasingly promotes student engagement in learning.
Learners with additional needs are identified promptly and provided with effective support that progresses their learning.
Teachers are strengthening their analysis and use of student achievement information to inform ongoing assessment, planning and practice.
School conditions that underpin ongoing school improvement are developing.
Leaders and teachers increasingly review and refine the integration of te reo Māori and tikanga Māori across the school, giving greater effect to Te Tiriti o Waitangi.
Staff effectively use a range of culturally appropriate approaches that support student and whānau engagement, strengthening learner outcomes.
Leaders have established professional networks and community partnerships that provide rich learning experiences for all students and that value students’ culture, language and identity.
Part B: Where to next?
The agreed next steps for the school are to:
monitor and review initiatives to improve the regular attendance of all students
increase progress and achievement for all learners in reading, writing and mathematics, with a particular focus on those students at risk of not achieving
strengthen effective teaching, learning and assessment practices to ensure consistency of high quality teaching approaches.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
review current attendance initiatives to inform ongoing planning and actions
continue to provide professional learning opportunities that strengthen teachers’ understanding and consistent use of highly effective teaching, learning and assessment practices
review the progress and achievement of learners identified at risk of not achieving in reading, writing and mathematics and implement actions for their continued progress
Annually:
review and report to the board on student attendance, progress and achievement information to support ongoing decision making for improvement
evaluate the school wide consistency of teaching, learning and assessment practices, including the impact on students’ engagement, progress and achievement, and use this to inform next steps.
Actions taken against these next steps are expected to result in:
improved regular student attendance
increased progress and achievement in reading, writing and mathematics, with a focus on students at risk of not achieving
consistent high quality teaching practices embedded school wide.
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
Sharon Kelly Acting Director of Schools
18 February 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 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).