Portland School Te Kura o Tikorangi
Contributing · State
- Year levels
- 1–6
- Total roll
- 105
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 10 Portland School Road, Whangarei
- Territorial authority
- Whangarei District
- Phone
- 09-4322897
- admin@portland.school.nz
- Directions
- Get directions
Other schools nearby: schools in Whangārei · schools in Northland
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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 24
- Māori
- 94
- Pacific
- 14
- Asian
- 1
- MELAA
- 3
- Other
- 2
- 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 | 15 | 0 | 0 | 0 | 0 | 1 | 0 | 15 |
| Year 02 | 19 | 0 | 0 | 1 | 0 | 2 | 0 | 22 |
| Year 03 | 16 | 2 | 0 | 0 | 0 | 3 | 0 | 17 |
| Year 04 | 16 | 4 | 0 | 1 | 0 | 4 | 0 | 18 |
| Year 05 | 16 | 0 | 0 | 0 | 0 | 2 | 0 | 16 |
| Year 06 | 9 | 3 | 2 | 0 | 0 | 6 | 0 | 15 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 91 | 9 | 2 | 2 | 0 | 19 | 0 | 104 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 15 | 0 | 0 | 0 | 0 | 1 | 0 | 15 |
| Age 06 | 19 | 0 | 0 | 1 | 0 | 2 | 0 | 22 |
| Age 07 | 16 | 2 | 0 | 0 | 0 | 3 | 0 | 17 |
| Age 08 | 16 | 4 | 0 | 1 | 0 | 4 | 0 | 18 |
| Age 09 | 16 | 0 | 0 | 0 | 0 | 2 | 0 | 16 |
| Age 10 | 9 | 2 | 2 | 0 | 0 | 5 | 0 | 14 |
| Age 11 | 0 | 1 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 91 | 9 | 2 | 2 | 0 | 19 | 0 | 104 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Portland School | 0% |
|---|---|
| Northland Region | 52% |
| 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%
| Portland School | 0% |
|---|---|
| Northland Region | 6.5% |
| 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%
| Portland School | 0% |
|---|---|
| Northland Region | 2.7% |
| 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)
- 515
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 6 November 1918
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
- 30 April 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (30 April 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 30 April 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 105 — 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.
March 2017
34
Counted while ERO’s review team was at the school. Education Review Office, report of 10 May 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 30 April 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 11 months of the Education Review Office and Portland 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
Portland School, near Whangārei , provides education for ākonga in Years 1 to 6. Most ākonga identify as Māori and whakapapa to Ngāpuhi .
The school values of ‘ Pono - I am Trustworthy, Kaitiaki - I am a Guardian, Manaaki - I Uplift the Mana of Others and Kawenga - I Am the Best I Can Be’ serve to empower ākonga as lifelong learners with a deep connection to the environment.
Portland School’s strategic priorities for improving outcomes for learners are:
Wellbeing - Hauora : To empower all learners to recognise, and understand the need for continuous personal growth in an inclusive and nurturing manner
School Culture - Ahurea : Focus on approaches that promote an inclusive, positive, culturally responsive environment that is conducive to learning and engagement
Curriculum and Evaluation - Marautanga me Arotakenga : Review and sustain effective learning programmes and initiatives through authentic localised curriculum with meaningful experiences.
You can find a copy of the school’s strategic and annual plan on Portland School’s website.
ERO and the school are working together to evaluate how a culturally responsive and inclusive local curriculum can engage and inspire ākonga .
The rationale for selecting this evaluation is:
ensuring the school curriculum is culturally responsive
improving student achievement for all ākonga through engaging and adaptive teaching and learning practices
creating opportunities where ākonga can lead their own learning through following their interests
strengthening learning-focused partnerships with whānau to improve progress and achievement of all tamariki .
The school expects to see:
ākonga who are self-motivated learners and empowered for success
ākonga who are engaging in a local curriculum that provides meaningful learning experiences and builds on their progress
staff who use teaching and learning approaches that improve student achievement especially for those learners at risk of not achieving
a community and whānau who have a strong sense of connection to the school through learning-focused partnerships.
Strengths
The school can draw from the following strengths to support its goal to evaluate how a culturally responsive and inclusive local curriculum can engage and inspire ākonga .
A well-established school culture that promotes a sense of belonging through strong connections between the school, whānau , community.
Staff, whānau , and ākonga that value high expectations for teaching, learning and behaviour.
Positive and useful support accessed with the wider community including local hapū to improve learner outcomes.
Where to next?
Moving forward, the school will prioritise continuing to:
develop and implement bi-cultural concepts, te ao Māori , across the curriculum to enhance contexts for learning
supporting leaders, staff and ākonga to learn, grow and use te reo Māori as part of the school’s everyday language
make greater use of evaluation processes to improve curriculum development and school initiatives.
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
30 April 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
Portland School is part of the Ngā Kura mo te ako o Whangarei Kāhui Ako .
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).