Point Chevalier School Rangi-mata-rau
Contributing · State
- Year levels
- 1–6
- Total roll
- 622
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Te Ra Road, Point Chevalier, Auckland
- Territorial authority
- Albert-Eden Local Board Area
- Phone
- 09-846 1359
- not reported
- Website
- http://www.ptchev.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.
- School day ends
- 3:00pm
| 3:00pm | School finishes |
- 3:00pm
- Office hours
- Monday – Friday, 8:30am – 3:30pm (Term time only)
The school office is open Monday – Friday, 8:30am – 3:30pm (Term time only)
- Monday – Friday, 8:30am – 3:30pm (Term time only)
- Term dates
- Term 1, 2026: Term Begins Tuesday 10th February – Term Ends Thursday 2 April
Term Begins: Tuesday 10th February - Term Ends: Thursday 2 April
Year stated as2026 Term Dates
- Term 2, 2026: Term Begins Monday 20th April – Term Ends Friday 3 July
Term 2 - Term Begins: Monday 20th April - Term Ends: Friday 3 July
Year stated as2026 Term Dates
- Term 3, 2026: Term Begins Monday 20th July – Term Ends Friday 25th September
Term 3 - Term Begins: Monday 20th July - Term Ends: Friday 25th September
Year stated as2026 Term Dates
- Term 4, 2026: Term Begins Monday 12th October – Term Ends Friday 18th December
Term 4 - Term Begins: Monday 12th October - Term Ends: Friday 18th December
Year stated as2026 Term Dates
- Term 1, 2026: Term Begins Tuesday 10th February – Term Ends Thursday 2 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.
- International students
- Accepted, as stated
At Point Chevalier School | Rangi-mata-rau, we offer places to international students in Years 2-6.
- 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
- “Te Kapa o te Rangi Mata Rau”
The main Kapa Haka group is called “Te Kapa o te Rangi Mata Rau”.
- Pipi Paopao (The “Little Ducklings”) Kapa Haka group
Pipi Paopao (The “Little Ducklings”) Kapa Haka group are made up of Year 1–4 students who practice every Friday at 12:40pm after lunch eating.
- Mana Ake
Mana Ake is a group of our senior students who have excelled in Kapa Haka.
- “Te Kapa o te Rangi Mata Rau”
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 494
- Māori
- 70
- Pacific
- 61
- Asian
- 112
- MELAA
- 32
- Other
- 5
- International
- 3
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 | 10 | 17 | 9 | 0 | 68 | 0 | 90 |
| Year 02 | 10 | 6 | 15 | 0 | 0 | 77 | 1 | 92 |
| Year 03 | 19 | 17 | 19 | 4 | 0 | 83 | 1 | 104 |
| Year 04 | 8 | 10 | 13 | 1 | 1 | 65 | 1 | 82 |
| Year 05 | 11 | 6 | 28 | 5 | 1 | 86 | 1 | 109 |
| Year 06 | 7 | 5 | 13 | 4 | 4 | 75 | 1 | 90 |
| Year 07 | 3 | 3 | 2 | 1 | 1 | 11 | 0 | 17 |
| Year 08 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 65 | 57 | 107 | 24 | 7 | 466 | 5 | 585 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 9 | 19 | 7 | 0 | 68 | 0 | 88 |
| Age 06 | 9 | 7 | 11 | 1 | 0 | 69 | 0 | 82 |
| Age 07 | 20 | 17 | 21 | 3 | 0 | 89 | 2 | 112 |
| Age 08 | 8 | 9 | 13 | 3 | 1 | 68 | 1 | 87 |
| Age 09 | 10 | 7 | 28 | 5 | 1 | 83 | 1 | 106 |
| Age 10 | 6 | 5 | 13 | 4 | 4 | 71 | 1 | 86 |
| Age 11 | 5 | 3 | 2 | 1 | 1 | 17 | 0 | 23 |
| Age 12 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 65 | 57 | 107 | 24 | 7 | 466 | 5 | 585 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
4.3%
| Point Chevalier School Rangi-mata-rau | 4.3% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 7.9% |
| Māori | 36.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 5.3% |
| Total | 4.3% |
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%
| Point Chevalier School Rangi-mata-rau | 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%
| Point Chevalier School Rangi-mata-rau | 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)
- 360
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1923
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
- 5
- Last reviewed
- 25 February 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (2 September 2022)
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 2 September 2022 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.
What this report states about the school
As stated in ERO’s report of 25 February 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for students in Years 1 to 6
- Years 1 to 6
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 622 — 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.
April 2017
642
Counted while ERO’s review team was at the school. Education Review Office, report of 16 June 2017
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 25 February 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
Point Chevalier School Rangi-mata-rau provides education for students in Years 1 to 6. The school’s roll is 607, with twelve percent of students of Māori descent and six percent of Pacific heritage. The school has three pillars of learning - We learn | He Tūranga Ako, We belong | He Tūrangawaewae and We participate | He Tūranga Kuhukuhu ; these are underpinned by six core values.
Progress since September 2022 ERO report
ERO and the school worked together to evaluate how well school conditions led to enhancing Māori and Pacific learner connections and agency (students taking responsibility for their learning). The school expected to see:
Māori and Pacific learners consistently well supported to achieve success through a strong and secure sense of their cultural identity
effective teaching underpinned by relational and culturally responsive practices that continuously improved outcomes for students
strengthened relationships with Māori whānau and Pacific families to enrich opportunities for all learners.
During the course of the evaluation, it was found that achievement outcomes improved for most Māori and Pacific learners. Learners have a strong sense of their cultural identity that is supported through a range of meaningful learning experiences. Teachers continue to focus on the consistent use of teaching strategies and practices that promote learners’ languages, cultures and identities. Relationships with Māori whānau and Pacific families continue to strengthen, with regular opportunities for them to engage in their child’s learning.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.
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 Almost all learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics Almost all learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Attendance
The school is approaching the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is not yet 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 Government reading, writing and mathematics and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.
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
Learners progress and achieve very well in reading, writing and mathematics; inequity between groups of learners is well known and these learners’ needs are purposefully responded to.
Learners’ strong sense of belonging, wellbeing and pride in their school is evident; they experience a positive, inclusive and supportive learning environment that celebrates their cultures, languages and identities.
Leadership continually prioritises the improvement of student learning and outcomes through strategic planning; targeted initiatives extend positive outcomes for learners.
Leaders and teachers are establishing structured literacy in teaching and learning programmes and are taking steps to plan for the implementation of structured mathematics in 2025; a consistent focus on supporting all learners to gain sound foundation skills in literacy and mathematics is evident.
Learners experience a broad range of meaningful learning opportunities linked to local contexts; leaders and teachers continue to strengthen the integration of curriculum initiatives and programmes that draw on te reo Māori, tikanga Māori and te ao Māori.
Well-considered staff professional development is targeted, planned and purposefully implemented for ongoing improvement of teaching and learning.
A strong schoolwide culture of collaboration supports leadership and teachers to systematically reflect on and adapt their practice to improve teaching and learning and positively impact learner outcomes.
Key priorities and actions for improvement
The agreed next steps for the school are to:
continue to review initiatives to increase the regular attendance of all students
refine the curriculum, integrating the new literacy and mathematics requirements to sustain student progress and achievement
embed te reo, tikanga and te ao Māori so that staff and learners continue to develop confidence in their knowledge and understanding of Aotearoa New Zealand
continue to strengthen effective teaching, learning and assessment practices to ensure students’ active engagement in their learning.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
review the impact of initiatives to improve students’ regular attendance and identify further action
continue to provide professional learning opportunities that strengthen teachers’ understanding and use of highly effective teaching, learning and assessment practices
review the progress made towards refining the school’s curriculum to support future planning and action.
Annually:
review and report to the board on student attendance, progress and achievement information to support ongoing strategic decision making for improvement
evaluate the impact of teaching, learning and assessment practices on students’ engagement, progress and achievement and use this to inform next steps
evaluate progress with embedding te reo, tikanga and te ao Māori in teaching and learning.
Actions taken against these next steps are expected to result in:
more students attending school regularly and sustained high levels of achievement in reading, writing and mathematics
a curriculum that continues to engage all learners; resulting in equitable and excellent outcomes
learners and teachers confident in their understanding and use of te reo Māori, tikanga Māori and te ao Māori
learners that actively participate in the learning process and take responsibility for their learning.
Background
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self review of its implementation of the Code.
At the time of this review there were four international students attending the school.
The school has highly effective and ongoing processes for annual self-review that provide reliable information about aspects of the provision for international students. Good systems are in place for monitoring the wellbeing and progress of international students. Students are actively included in the school community and have the opportunity to participate in a range of learning experiences.
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 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
25 February 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 5 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).