Pomaria Road School
Contributing · State
- Year levels
- 1–6
- Total roll
- 435
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 33a Pomaria Road, Henderson, Auckland
- Territorial authority
- Henderson-Massey Local Board Area
- Phone
- 09-8364919
- office@pomaria.school.nz
- Website
- http://www.pomaria.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
Not stated on the school’s website.
- Term dates
- Term 1, 2026: 29 January - 02 April
Term 1 29 January - 02 April
Year stated asTerm Dates 2026
- Term 2, 2026: 20 April - 03 July
Term 2 20 April - 03 July
Year stated asTerm Dates 2026
- Term 3, 2026: 20 July - 25 September
Term 3 20 July - 25 September
Year stated asTerm Dates 2026
- Term 4, 2026: 12 October - TBC
Term 4 12 October - TBC
Year stated asTerm Dates 2026
- Term 1, 2026: 29 January - 02 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.
- In their words
- Respect
- High regards for people, places and things, we well as yourself.
- Integrity
- Being honest, and fair, determine between right and wrong.
- Empathy
- Ability to place one’s self in another’s position, and understand or share their feelings.
- Duty
- An obligation to do what is right or what you ought to do, with or without others knowing.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 57
- Māori
- 143
- Pacific
- 177
- Asian
- 117
- MELAA
- 18
- 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 | 27 | 20 | 13 | 3 | 1 | 1 | 0 | 59 |
| Year 02 | 15 | 28 | 15 | 5 | 0 | 6 | 0 | 62 |
| Year 03 | 24 | 33 | 20 | 6 | 0 | 4 | 0 | 80 |
| Year 04 | 29 | 38 | 15 | 0 | 0 | 13 | 0 | 80 |
| Year 05 | 26 | 28 | 21 | 7 | 0 | 7 | 0 | 80 |
| Year 06 | 26 | 30 | 19 | 6 | 0 | 9 | 0 | 83 |
| Year 07 | 6 | 3 | 4 | 0 | 0 | 2 | 0 | 12 |
| Total | 153 | 180 | 107 | 27 | 1 | 42 | 0 | 456 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 23 | 17 | 10 | 3 | 1 | 1 | 0 | 50 |
| Age 06 | 14 | 28 | 18 | 4 | 0 | 4 | 0 | 63 |
| Age 07 | 29 | 30 | 20 | 7 | 0 | 6 | 0 | 82 |
| Age 08 | 27 | 41 | 15 | 0 | 0 | 12 | 0 | 81 |
| Age 09 | 25 | 25 | 21 | 7 | 0 | 8 | 0 | 77 |
| Age 10 | 28 | 35 | 18 | 6 | 0 | 9 | 0 | 88 |
| Age 11 | 7 | 4 | 5 | 0 | 0 | 2 | 0 | 15 |
| Total | 153 | 180 | 107 | 27 | 1 | 42 | 0 | 456 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
21.6%
| Pomaria Road School | 21.6% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 20.2% |
|---|---|
| Male | 23.2% |
| Māori | 64.6% |
| Pacific | 45.4% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 21.6% |
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%
| Pomaria Road 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%
| Pomaria Road 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)
- 487
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 August 1963
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
- 19 February 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (19 February 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 19 February 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 435 — 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 2019
550
Counted while ERO’s review team was at the school. Education Review Office, report of 4 December 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 19 February 2024 — “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 six months of the Education Review Office and Pomaria Road 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
Pomaria Road School is located in Henderson, Auckland. The school caters for ākonga in Years 1-6. The school’s vision is to set all learners Wairua , Manawa and Hinengaro up for success, so they can stand strong individually and collectively for now and into the future.
Pomaria Road School ’s strategic priorities for improving outcomes for learners are to provide barrier free access to learning, quality teaching and learning and learners at the centre of all the school does through:
ensuring that every learner develops sound foundation skills in literacy and numeracy
meaningfully incorporating te reo Māori and Pacifica language and culture into the kura through the lens of a culturally responsive local curriculum
to continue to grow culturally responsive staff through the implementation of a coaching model of development.
You can find a copy of the school’s strategic and annual plan on Pomaria Road School ’s website.
ERO and the school are working together to evaluate how well the school’s localised curriculum meets the National Education Learning Priorities (NELP) and the school’s strategic goals through a culturally responsive focus on equitable and excellent learners’ outcomes.
The rationale for selecting this evaluation is:
supports the 2022/2023 focus on lifting literacy achievement outcomes, post the pandemic
the National Education Learning Priorities (NELP) focus on barrier free learning, through building teacher capability in data literacy and responsive practice, ensures learners are at the centre of teaching, learning, planning and reporting
to enable greater success in early literacy through using consistently, and with fidelity, Better Start Structured Literacy (BSLA) learning
implementation in 2023 of the school’s culturally responsive localised curriculum planning with a focus on building teachers’ cultural knowledge and capability through the school shared coaching model
a school focus in 2023 on strengthening whānau relationships and engagement with the school.
The school expects to see:
attendance rates lifted, to enable and support full school ākonga engagement, the ongoing building of learner agency and self determination
gathering data to support the impact of the school’s culturally responsive localised curriculum on equitable outcomes for all learners
ongoing strengthening of assessment for learning practices (AfoL), through professional learning and the school’s coaching model, to keep a focus on excellent learner literacy outcomes
professional development to support senior team members to be informed, collaborative and instructional leaders with the skills and knowledge to coach their teachers
continued engagement - building with whānau, mana whenua , local iwi , and local Pacific groups focussed on gathering stakeholder voice into strategic planning and goal setting.
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate how well the school’s localised curriculum meets the National Education Learning Priorities (NELP) and the school’s strategic goals:
learners have a strong sense of belonging
consistency of practice where all staff are focussed on sustaining shared vision, shared language and shared expectations
schoolwide values are central to the school improvements in learner behaviour and learning outcomes
leadership is firmly focussed on learner wellbeing and learners experiencing success in who they are
parents and the Board are supportive and involved in the school.
Where to next?
Moving forward, the school will prioritise:
supporting the 2024 new members of the leadership team focus in on the school’s strategic goals that are embedded in the evaluation
2024 beginning to work with the Māori Achievement Collective (MAC) to develop further cultural responsiveness in the school’s teaching and learning pedagogy and curriculum
teachers and leaders working with Russel Bishop to further strengthen their shared vision for success for every learner through relational and high expectation teaching practices
determine how to capture the aspirations of the local community and whanau into day-to-day learning opportunities.
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
19 February 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).