Parakai School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 216
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 10 Fordyce Road, Parakai
- Territorial authority
- Rodney Local Board Area
- Phone
- 09-4208494
- office@parakai.school.nz
- Website
- http://www.parakai.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://enrolments.linc-ed.com/apply/NZ/1432
[Online Enrolment Form](https://enrolments.linc-ed.com/apply/NZ/1432)
- https://enrolments.linc-ed.com/apply/NZ/1432
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 157
- Māori
- 88
- Pacific
- 28
- Asian
- 20
- MELAA
- 3
- 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 | 14 | 4 | 2 | 0 | 0 | 18 | 0 | 26 |
| Year 02 | 13 | 4 | 1 | 0 | 0 | 17 | 0 | 22 |
| Year 03 | 10 | 2 | 6 | 0 | 0 | 26 | 0 | 30 |
| Year 04 | 9 | 2 | 2 | 0 | 0 | 23 | 0 | 28 |
| Year 05 | 9 | 2 | 3 | 1 | 1 | 25 | 0 | 31 |
| Year 06 | 8 | 2 | 4 | 1 | 0 | 20 | 0 | 24 |
| Year 07 | 9 | 2 | 4 | 2 | 0 | 17 | 0 | 27 |
| Year 08 | 10 | 2 | 0 | 0 | 0 | 16 | 0 | 20 |
| Total | 82 | 20 | 22 | 4 | 1 | 162 | 0 | 208 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 12 | 3 | 2 | 0 | 0 | 18 | 0 | 24 |
| Age 06 | 14 | 5 | 1 | 0 | 0 | 16 | 0 | 23 |
| Age 07 | 11 | 1 | 4 | 0 | 0 | 26 | 0 | 29 |
| Age 08 | 9 | 3 | 4 | 0 | 0 | 23 | 0 | 29 |
| Age 09 | 9 | 2 | 3 | 1 | 1 | 24 | 0 | 30 |
| Age 10 | 8 | 2 | 4 | 1 | 0 | 22 | 0 | 26 |
| Age 11 | 8 | 2 | 2 | 0 | 0 | 16 | 0 | 22 |
| Age 12 | 10 | 2 | 2 | 2 | 0 | 14 | 0 | 21 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Total | 82 | 20 | 22 | 4 | 1 | 162 | 0 | 208 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
30.3%
| Parakai School | 30.3% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 54% |
| Māori | 51% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 21.4% |
| Total | 30.3% |
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%
| Parakai 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%
| Parakai 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)
- 481
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 3 February 1958
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
- 4 March 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (4 March 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 4 March 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 216 — 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.
September 2019
219
Counted while ERO’s review team was at the school. Education Review Office, report of 27 November 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 4 March 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
Parakai School is located north of Auckland on the outskirts of Helensville and provides education for students in Years 1 to 8. The school’s vision is to grow G.R.E.A.T citizens, empowered to live successfully in their personal and global lives .
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
Most students are engaged, make good progress and achieve very well.
Most students achieve at and above the expected curriculum levels in reading, writing and mathematics.
Students have a strong sense of connectedness to their school and speak positively about a supportive learning environment that acknowledges their culture, language and identity.
A small majority of learners attend school regularly; the school is working towards meeting the Government’s target for regular attendance.
Conditions to support learner success
Leadership works collaboratively and strategically to create a learning environment with high expectations and focused on continuous improvement.
Leaders foster a culture of high relational trust among staff that promotes a shared understanding of quality teaching and learning.
A well-established and collaborative senior leadership team sets and pursues relevant strategic goals for improved learner outcomes.
Leaders successfully use coaching strategies and provide effective feedback to teachers that continually enhances teaching practice.
Learners engage in a meaningful curriculum that provides a diverse range of learning opportunities.
Teachers plan and implement an innovative curriculum that clearly reflects students’ strengths, interests and identities.
Teachers consistently use appropriate teaching and learning strategies that support the many different needs of learners.
Leaders and teachers contribute their knowledge and expertise to the wider educational community, strengthening professional learning networks to improve learner outcomes.
Key conditions that underpin a positive education experience for learners continue to strengthen.
The board and leadership work closely with the community to develop the school’s vision and strategic direction, reflecting their aspirations for learners.
Students who require additional support are identified and responded to promptly by staff, enabling them to make progress in their learning.
Parents actively participate in school events; teachers continue to strengthen learning-focused partnerships with whānau .
Part B: Where to next?
The agreed next steps for the school are to continue to:
strengthen initiatives and strategies to improve all students’ regular attendance
further refine the school curriculum, continuing to embed the new literacy and mathematics requirements to sustain student progress and achievement
further strengthen learning-focused partnerships with whānau to increase parent involvement in their child’s learning.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
monitor and review the impact of initiatives and strategies to improve regular attendance and identify further actions
review structured literacy and mathematics approaches, providing ongoing staff professional learning to enhance teaching practice
gather feedback from parents and whānau about how well learning partnerships support student engagement and improve outcomes for learners, informing future planning.
Annually:
review and report to the board on student attendance, progress and achievement information to support the ongoing strategic direction of the school
evaluate curriculum initiatives in literacy and mathematics to know the impact on teaching approaches and learner outcomes
evaluate and report to the board on the impact learning-focused partnerships with parents and whānau have on improving attendance and achievement.
Actions taken against these next steps are expected to result in:
more students attending school regularly
equitable and excellent achievement outcomes for all learners in reading, writing and mathematics
increased parent and whānau involvement in their child’s learning, enhancing student attendance, progress and achievement.
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
4 March 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 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).