Pt England School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 447
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 130 Pt England Road, Panmure, Auckland
- Territorial authority
- Maungakiekie-Tāmaki Local Board Area
- Phone
- 09-5276247
- admin@ptengland.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.
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
- Rugby Matches
We livestream our Rugby Matches & video many of our other games.
- Rugby Matches
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 33
- Māori
- 129
- Pacific
- 331
- Asian
- 29
- MELAA
- 11
- Other
- 3
- 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 | 38 | 4 | 1 | 0 | 4 | 0 | 48 |
| Year 02 | 13 | 39 | 3 | 0 | 0 | 3 | 0 | 50 |
| Year 03 | 11 | 44 | 3 | 1 | 0 | 7 | 0 | 57 |
| Year 04 | 18 | 38 | 3 | 1 | 0 | 4 | 0 | 57 |
| Year 05 | 22 | 46 | 2 | 1 | 1 | 3 | 0 | 59 |
| Year 06 | 19 | 44 | 5 | 1 | 0 | 4 | 0 | 60 |
| Year 07 | 21 | 53 | 6 | 1 | 0 | 3 | 0 | 70 |
| Year 08 | 19 | 59 | 9 | 0 | 0 | 0 | 0 | 76 |
| Total | 138 | 361 | 35 | 6 | 1 | 28 | 0 | 477 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 13 | 33 | 3 | 1 | 0 | 4 | 0 | 42 |
| Age 06 | 15 | 39 | 3 | 0 | 0 | 3 | 0 | 50 |
| Age 07 | 10 | 41 | 4 | 1 | 0 | 6 | 0 | 54 |
| Age 08 | 18 | 44 | 3 | 1 | 0 | 5 | 0 | 63 |
| Age 09 | 16 | 42 | 2 | 1 | 1 | 3 | 0 | 53 |
| Age 10 | 23 | 48 | 5 | 0 | 0 | 4 | 0 | 65 |
| Age 11 | 20 | 46 | 5 | 2 | 0 | 3 | 0 | 61 |
| Age 12 | 20 | 62 | 9 | 0 | 0 | 0 | 0 | 80 |
| Age 13 | 3 | 6 | 1 | 0 | 0 | 0 | 0 | 9 |
| Total | 138 | 361 | 35 | 6 | 1 | 28 | 0 | 477 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
19%
| Pt England School | 19% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 5.6% |
|---|---|
| Male | 31.6% |
| Māori | 42.2% |
| Pacific | 21.9% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 58.4% |
| Total | 19% |
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%
| Pt England School | 0% |
|---|---|
| Auckland Region | 3% |
| 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%
| Pt England School | 0% |
|---|---|
| Auckland Region | 1.4% |
| 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)
- 518
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 27 January 1953
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
- 2
- Last reviewed
- 5 September 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 5 September 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
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 447 — 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.
May 2019
605
Counted while ERO’s review team was at the school. Education Review Office, report of 20 June 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 5 September 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.
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
Pt England School provides education for learners in Years 1 to 8. Of the 476 learners currently enrolled, approximately 70% identify as Pacific and 30% identify as Māori .
The school motto of ‘strive to succeed – kia manawanui ’ supports the expectation that all learners are included, have equity and experience success. The school has an ongoing leadership role in the Manaiakalani Kāhui Ako.
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
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 rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain 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 0 to 8
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 65% 65 to 79% 80 to 90% Over 90%
Reading A small majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics A small majority of learners meet or exceed the expected curriculum level. Results are 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 learners attend school regularly.
The school is behind 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 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.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels.
The school is making progress towards meeting 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
A culture of inclusion and care based on the school’s values supports learners’ sense of belonging, language, identity and culture.
A well-established leadership team fosters ongoing improvement and demonstrates a strong commitment to reducing barriers to learning for all learners.
Innovative teaching practices, including the use of digital tools, create equitable learning opportunities and foster creativity.
The well-considered implementation of structured literacy is being extended throughout the school; a structured mathematics approach is being embedded.
Learners experience success across the breadth and depth of The New Zealand Curriculum ; learning opportunities including sports, cultural and wellbeing activities that engage and extend students’ interests, strengths and knowledge.
Leaders and teachers are focussed on accelerating learner achievement and draw on the evaluation of systematic, triangulated research data to inform planning.
Professional learning is clearly aligned to the school’s strategic goals and contributes to professional agency at every level of the school; relevant internal and external expertise supports collaboration, improvement and innovation.
Partnerships with the local and wider communities are strong; leaders and teachers work proactively with community resources to effectively support and improve learner health and wellbeing and ensure successful pathways for all learners.
Key priorities
Integrate curriculum changes, including structured literacy and mathematics approaches.
Further refine and consolidate teaching and learning programmes and assessment practices.
Accelerate learner progress and achievement outcomes in reading, writing and mathematics.
Continue to improve regular attendance rates for all students to meet the Government’s target.
Actions to bring about improvement
Every six months:
leaders and teachers collect and analyse learner progress, achievement and attendance data to inform next steps in teaching and learning and to report to the Board, whānau and parents
Annually:
leaders monitor the integration of the new curriculum requirements for reading, writing and mathematics, and identify future priorities for professional learning opportunities
the School Board and leaders evaluate the effectiveness of assessment tools and strategies used to accelerate learner progress and achievement outcomes and improve attendance; identify initiatives that have been most successful and use this to inform strategic planning and resourcing.
Expected outcomes
Accelerated student progress and achievement in reading, writing and mathematics.
Well embedded structured literacy and mathematics approaches that are aligned to the curriculum.
The effective use of assessment tools and achievement information to inform responsive teaching and learning programmes.
Improved levels of attendance that meet or exceed the Government’s target.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements.
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
The next public report on ERO’s website will be a School Report and is due within 4 years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki L et’s continue to work together for the greater good of all children
Sharon Kelly Director of Schools (Acting)
5 September 2025
Read the full report on ero.govt.nz →
All 2 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).