Paremata School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 311
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Paremata Crescent, Paremata, Porirua
- Territorial authority
- Porirua City
- Phone
- 04-2331339
- office@paremata.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
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.
- Term dates
- Term 1, 2026: Monday 2nd February - Thursday 2nd April
Term 1 - Monday 2nd February - Thursday 2nd April
Year stated as2026 TERM DATES
- Term 2, 2026: Monday 20th April - Friday 3rd July
Term 2 - Monday 20th April - Friday 3rd July
Year stated as2026 TERM DATES
- Term 3, 2026: Monday 20th July - Friday 25th September
Term 3 - Monday 20th July - Friday 25th September
Year stated as2026 TERM DATES
- Term 4, 2026: Monday 12th October - Wednesday 16th December
Term 4 - Monday 12th October - Wednesday 16th December
Year stated as2026 TERM DATES
- Term 1, 2026: Monday 2nd February - Thursday 2nd April
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.
- Voluntary donation
- $250.00 for one child, $350.00 for 2 children, $400.00 for 3 children, for the year 2026
| One Child | $250.00 | $250.00 | | $250.00 | $62.50 | | 2 Children | $350.00 | $350.00 | | $350.00 | $87.50 | | 3 Children | $400.00 | $400.00 | | $400.00 | $100.00 |
- $250.00 for one child, $350.00 for 2 children, $400.00 for 3 children, for the year 2026
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
- Carter Active
Carter Active Offered through Team C.A.R.T.E.R (Children’s Art, Recreation, Technology, Education and Resilience)
- Netball
are interested in playing Netball for Paremata School
- Kapa Haka group
Paremata School has a great group of students who volunteer to be part of the Kapa Haka group and are on display during community events.
- Carter Active
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 234
- Māori
- 72
- Pacific
- 51
- Asian
- 38
- MELAA
- 12
- Other
- 1
- 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 | 7 | 11 | 6 | 1 | 1 | 29 | 0 | 42 |
| Year 02 | 8 | 4 | 2 | 2 | 0 | 23 | 0 | 32 |
| Year 03 | 7 | 5 | 4 | 1 | 0 | 29 | 0 | 37 |
| Year 04 | 8 | 5 | 2 | 0 | 0 | 25 | 0 | 33 |
| Year 05 | 12 | 7 | 7 | 2 | 0 | 30 | 0 | 43 |
| Year 06 | 10 | 2 | 6 | 1 | 0 | 39 | 0 | 50 |
| Year 07 | 13 | 8 | 4 | 0 | 0 | 32 | 0 | 46 |
| Year 08 | 12 | 6 | 7 | 2 | 0 | 31 | 0 | 40 |
| Total | 77 | 48 | 38 | 9 | 1 | 238 | 0 | 323 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 11 | 5 | 1 | 1 | 29 | 0 | 41 |
| Age 06 | 6 | 4 | 3 | 2 | 0 | 21 | 0 | 31 |
| Age 07 | 9 | 5 | 4 | 1 | 0 | 31 | 0 | 39 |
| Age 08 | 8 | 5 | 2 | 0 | 0 | 25 | 0 | 33 |
| Age 09 | 12 | 7 | 7 | 2 | 0 | 30 | 0 | 43 |
| Age 10 | 10 | 2 | 6 | 1 | 0 | 40 | 0 | 51 |
| Age 11 | 13 | 8 | 5 | 0 | 0 | 30 | 0 | 44 |
| Age 12 | 9 | 6 | 6 | 2 | 0 | 31 | 0 | 38 |
| Age 13 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Total | 77 | 48 | 38 | 9 | 1 | 238 | 0 | 323 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Paremata School | 0% |
|---|---|
| Wellington Region | 24.7% |
| 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%
| Paremata School | 0% |
|---|---|
| Wellington Region | 2.6% |
| 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%
| Paremata School | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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)
- 408
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 25 January 1921
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
- 8 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (8 November 2024)
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 8 November 2024 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 311 — 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.
November 2017
387
Counted while ERO’s review team was at the school. Education Review Office, report of 16 February 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 8 November 2024 — “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
Paremata School, in Porirua Wellington, provides education for students from Years 1 to 8. The school vision, Attitude Determines Altitude , is underpinned by the school values of whakaute (respect), tuakiri (identity), aroha (empathy), kia ngangahau te ako (active learning), manahau (resilience), ngakau mohio ki te ae whanuia (global awareness) .
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 for learners are increasingly equitable and excellent.
Most students achieve at or above curriculum expectations in reading, writing and mathematics.
Almost all Pacific students achieve at a higher rate than their peers in reading, writing and mathematics.
The school has yet to improve the disparity in achievement for Māori students in writing; targeted interventions are in place.
The majority of students attend school regularly; the school is not yet meeting the Ministry of Education 2024 targets for regular attendance.
Conditions to support learner success
Collaborative leadership is strengthening a culture for high quality teaching.
Student information is regularly collated and well analysed by leaders to develop and drive improvement priorities for raising achievement.
Leaders have a shared understanding of high-quality teaching and learning practices with a clear focus that promotes student success and sustained levels of achievement.
Leaders regularly review how the curriculum connects to the local context to engage learners and improve outcomes.
Teachers effectively create collaborative learning environments where students engage in real-world learning opportunities.
Teachers regularly work together to plan and deliver learning programmes that engage, challenge and promote students’ interests; developing consistency to teaching the wider curriculum is a next step.
Teachers use a range of evidence-based, responsive teaching practices that accelerate the progress of targeted students.
A range of assessment practices in reading, writing and mathematics have been strengthened so that teachers can identify specific learning needs and develop strategies to improve achievement outcomes.
Key school conditions that underpin successful outcomes are being strengthen and embedded.
Parents and whānau are valued partners in learning; they are well informed and provided with increasing opportunities to support their child’s learning.
Student achievement information is used consistently to inform decision making to improve outcomes.
Leaders are taking steps to collaborate with whānau Māori and build authentic partnerships to develop the local curriculum and improve outcomes for their children.
Part B: Where to next?
develop a schoolwide approach to teaching the local curriculum; incorporate community aspirations and student voice in this development
strengthen partnerships with whānau, hapū and iwi that support improvement initiatives focused on excellent and equitable outcomes for their children
continue to develop collaborative evidenced-based strategies to guide responsive teaching practice to meet the needs of students and improve progress and achievement
strengthen and monitor processes that improve student attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
review the local curriculum and approaches to teaching and learning, including gathering student voice, focused on engagement, progress and achievement outcomes for all learners
engage with whānau, hapū and iwi to strengthen the design of the school’s local curriculum and partnerships in learning
use data to measure the impact of targeted strategies for improving attendance
Every six months:
review the impact of the local curriculum on learner outcomes; report progress and planned future actions to the board
collate and analyse student and whānau voice to further enrich the development of the localised curriculum
continue to identify and promote teaching and learning strategies that have been most successful in improving learner outcomes
track and monitor attendance information; identify what is working and adjust targeted strategies for ongoing improvement
Annually:
use student voice to evaluate the extent of engagement in learning through the local curriculum
analyse schoolwide attendance, progress and achievement, including that of target students; use this data to report to the board, and to plan further improvement actions
ensure strategic planning and annual goals are aligned with the school’s priorities, community aspirations and continue to promote positive outcomes in all areas for all students.
Actions taken against these next steps are expected to result in:
a local curriculum that reflects community aspirations and promotes high levels of engagement, improved progress and equitable achievement for all students
authentic partnerships with whānau, hapū and iwi that support improvement initiatives focused on excellent and equitable outcomes
improved levels of attendance that meet or exceed the Ministry of Education’s target for regular attendance.
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
Shelley Booysen Director of Schools
8 November 2024
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).