Ponsonby Primary School
Contributing · State
- Year levels
- 1–6
- Total roll
- 308
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 44 Curran Street, Herne Bay, Auckland
- Territorial authority
- Waitematā Local Board Area
- Phone
- 09-3763568
- office@ponsprim.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/1446
[ENROL WITH US](https://enrolments.linc-ed.com/apply/NZ/1446)
- https://enrolments.linc-ed.com/apply/NZ/1446
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
- “Nurturing curiosity, fostering a love of learning and preparing our ākonga for the future”
- International students
- Accepted, as stated
Steeped in rich history and tradition, Ponsonby Primary School offers an exceptional, nurturing environment for international students. We invite your child to become part of our story, build lifelong friendships, and experience the best of Kiwi culture. We have places for long term students for 12 month study and accept short term students twice a year for a minimum of 4 weeks.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 266
- Māori
- 13
- Pacific
- 5
- Asian
- 49
- MELAA
- 9
- Other
- 4
- International
- 4
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 | 1 | 1 | 5 | 1 | 2 | 51 | 0 | 54 |
| Year 02 | 4 | 1 | 13 | 2 | 0 | 45 | 0 | 57 |
| Year 03 | 4 | 2 | 7 | 0 | 1 | 50 | 0 | 54 |
| Year 04 | 3 | 0 | 8 | 2 | 0 | 39 | 1 | 50 |
| Year 05 | 4 | 1 | 2 | 0 | 1 | 31 | 0 | 32 |
| Year 06 | 4 | 5 | 9 | 1 | 2 | 32 | 0 | 44 |
| Year 07 | 2 | 1 | 0 | 0 | 0 | 9 | 0 | 9 |
| Total | 22 | 11 | 44 | 6 | 6 | 257 | 1 | 300 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 1 | 5 | 1 | 2 | 53 | 0 | 56 |
| Age 06 | 4 | 1 | 12 | 2 | 0 | 44 | 0 | 55 |
| Age 07 | 4 | 2 | 7 | 0 | 1 | 49 | 0 | 53 |
| Age 08 | 3 | 0 | 9 | 2 | 0 | 38 | 1 | 50 |
| Age 09 | 4 | 1 | 2 | 0 | 1 | 32 | 0 | 33 |
| Age 10 | 4 | 5 | 9 | 1 | 2 | 31 | 0 | 43 |
| Age 11 | 2 | 1 | 0 | 0 | 0 | 10 | 0 | 10 |
| Total | 22 | 11 | 44 | 6 | 6 | 257 | 1 | 300 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Ponsonby Primary School | 0% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 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%
| Ponsonby Primary 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%
| Ponsonby Primary 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)
- 364
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 August 1873
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
- 11 February 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (18 October 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 18 October 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 11 February 2026 — 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
What ERO wrote in its latest report
This is ERO’s report of 11 February 2026 — “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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the School
Ponsonby Primary School provides education for students in Years 1 to 6. The roll is 322; 88% of students identify as New Zealand European/ Pākehā and 7% identify as Māori . The school’s vision is for students to be Steadfast and True. In July 2025, the school Board appointed a new principal.
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
Improvement and progress
This section is about the progress the school has made since the October 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school focused on evaluating how well they promote student wellbeing and resilience, which includes te ao Māori , wellbeing and mental health.
The school expected to see a culture of wellbeing, inclusiveness and resilience, students who consistently demonstrate a strong sense of belonging and connection with the school, and strong relationships between teachers, students, whānau and communities.
Findings
The school made positive progress since the previous report. They have a strong commitment to student wellbeing and inclusive education. Initiatives include a dedicated wellbeing space and student wellbeing leaders that support positive outcomes for learners by fostering resilience, belonging, and equitable access to support.
Curriculum leaders integrate iwi histories and tikanga Māori into school operations, planning and learning and built relationships with local iwi . Practices such as karakia , waiata, pepeha, kapa haka , and te reo Māori are consistently integrated schoolwide. These actions collectively reflect the school’s commitment to a bicultural approach to promote sense of belonging and engagement.
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
How well are learners succeeding? Success and progress for all learners is increasing.
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 sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain skills in foundational 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 1 to 6
This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%
Reading Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The small majority of students attend school regularly.
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
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
This section is about how well the school supports all learners to make sufficient 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 targets and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of strength
Students learn in calm, supportive and inclusive environments that enhance their sense of identity, belonging and wellbeing.
School leadership is committed to fostering a schoolwide culture that drives continuous improvement for all learners.
School operational systems and processes are effective and embedded, enabling a wide range of additional learning opportunities for students.
Teachers have established strong relational trust among their peers, creating a collaborative culture that promotes teacher wellbeing and a growth mindset. This collective approach fosters positive classroom environments focused on continual improvement for all students.
Staff actively engage in professional development opportunities that strengthen collective expertise across the school and create positive outcomes for learners.
Key priorities
Effectively implement the new mathematics curriculum and embed structured approaches to the teaching of literacy schoolwide, increasing student progress and achievement.
Strengthen schoolwide internal evaluation systems to guide strategic decisions and enhance student outcomes.
Improve regular attendance for all students.
Actions to bring about improvement
Every six months:
leaders and teachers engage in professional learning to further grow their knowledge and skills in delivering the refreshed literacy and mathematics curriculum
leaders review and report on the actions taken to embed internal evaluation systems schoolwide
leaders monitor and report to the Board on attendance initiatives to inform next steps
Annually:
leaders and teachers review and report on the implementation of the refreshed literacy and mathematics curriculum to inform ongoing improvement priorities
leaders review and refine schoolwide evaluation systems in consultation with staff to determine the impact of initiatives and inform further actions
leaders and the Board evaluate the attendance plan to determine the impact on improving attendance and identify areas for future improvement.
Expected outcomes
Increasingly equitable and excellent outcomes in reading, writing and mathematics.
A robust, schoolwide approach to internal evaluation that drives continual improvement and informs decision-making at all levels.
Improved rates of regular student attendance.
Regulatory and legislative requirements
This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.
Board assurance with regulatory and legislative requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:
Board administration
Yes
Curriculum
Yes
Management of health, safety and welfare
Yes
Personnel management
Yes
Provision for international students
This section is about the quality of the provision of education for international students enrolled at the school.
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 was one international student attending the school.
International students participate in a range of internal and external programmes that address their learning and social needs. A newly appointed coordinator for international students oversees each placement while providing ongoing support to students and their whānau .
The coordinator is strengthening systems and processes for reviewing the school’s provision and outcomes for international students.
The next public report on ERO’s website will be a School Report and is due within four 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 Director of Schools
11 February 2026
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).