Raurimu Avenue School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 42
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Raurimu Avenue, Onerahi, Whangarei
- Territorial authority
- Whangarei District
- Phone
- 09-4360820
- office@raurimu.school.nz
- Website
- http://www.raurimu.school.nz
- Directions
- Get directions
Other schools nearby: schools in Whangārei · schools in Northland
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 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
- Raurimu Avenue School develops lifelong learners who are adept in both te reo Māori and English, fostering a deep sense of belonging, identity, and academic performance. We nurture creative learners, inquisitive thinkers, and confident tamariki who are keen participants and contributors to their communities.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 14
- Māori
- 33
- Pacific
- 8
- Asian
- 0
- MELAA
- 0
- Other
- 0
- 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 | 5 | 0 | 0 | 0 | 0 | 3 | 0 | 6 |
| Year 02 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Year 03 | 6 | 0 | 0 | 0 | 0 | 4 | 0 | 8 |
| Year 04 | 8 | 1 | 0 | 0 | 0 | 6 | 0 | 11 |
| Year 05 | 5 | 1 | 0 | 0 | 0 | 2 | 0 | 6 |
| Year 06 | 4 | 0 | 0 | 0 | 0 | 2 | 0 | 5 |
| Year 07 | 8 | 0 | 0 | 0 | 0 | 4 | 0 | 9 |
| Year 08 | 8 | 0 | 0 | 0 | 0 | 1 | 0 | 9 |
| Total | 47 | 2 | 0 | 0 | 0 | 22 | 0 | 57 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 0 | 0 | 0 | 0 | 3 | 0 | 6 |
| Age 06 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Age 07 | 6 | 0 | 0 | 0 | 0 | 5 | 0 | 9 |
| Age 08 | 8 | 1 | 0 | 0 | 0 | 5 | 0 | 10 |
| Age 09 | 5 | 1 | 0 | 0 | 0 | 2 | 0 | 6 |
| Age 10 | 4 | 0 | 0 | 0 | 0 | 2 | 0 | 5 |
| Age 11 | 8 | 0 | 0 | 0 | 0 | 3 | 0 | 8 |
| Age 12 | 7 | 0 | 0 | 0 | 0 | 2 | 0 | 9 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 47 | 2 | 0 | 0 | 0 | 22 | 0 | 57 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
525%
| Raurimu Avenue School | 525% |
|---|---|
| Northland Region | 52% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 90.2% |
|---|---|
| Male | 773.3% |
| Māori | 562.6% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 205.4% |
| Total | 525% |
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
97.1%
| Raurimu Avenue School | 97.1% |
|---|---|
| Northland Region | 6.5% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 160.1% |
| Māori | 125.1% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 97.1% |
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%
| Raurimu Avenue School | 0% |
|---|---|
| Northland Region | 2.7% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| 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)
- 569
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Large urban area
- Date opened
- 31 January 1967
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
- 28 March 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (28 March 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 same report — the board assurance report of 28 March 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO has identified the following areas of non-compliance during the board assurance process:
completing a strategic and annual implementation planning requirements as required [Section 639 Education and Training Act 2020]
recording minutes of meetings that exclude the public, known as ‘in-committee minutes” correctly [Public Records Act 2005, Local Government Official Information and meetings Act, Good practice.]
collecting and using good quality assessment information to report and monitor student achievement and progress [Regulation 21 of Education (Boards) Amendment Regulations, Section 127 (2) Education and Training 2020]
regular emergency drills need to be undertaken and documented, and emergency policies and procedures need to be reviewed and made known [National Civil Defence Emergency Plan Order 2015; Good practice]
Safety checking of Children’s workers, and periodic rechecking of existing children’s workers which includes police vetting [Children’s Act 2014, and regulations 5–8 of the Children’s (Requirements for Safety Checks of Children’s Workers) Regulations 2015]
Policy and guidelines for documenting and reporting Physical Restraint are not in place [section 99, 100 and 101 of the Education and Training Act]
The board has not yet addressed the areas of non-compliance identified.
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 42 — 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
67
Counted while ERO’s review team was at the school. Education Review Office, report of 26 August 2019
June 2017
88
Counted while ERO’s review team was at the school. Education Review Office, report of 28 September 2017
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 28 March 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 Raurimu Avenue 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
Raurimu Avenue School is a small primary school catering for students in years 1 to 8 in Onerahi , Whāngarei .
ERO and the school are working together to evaluate how effectively the school is responding to the learning needs of all students and accelerating their progress and achievement.
The rationale for selecting this evaluation is to:
to enable teachers to plan effectively for the learning requirements of the students
build and develop consistent teaching practices
a sense of urgency and maximise teaching and learning time
raise achievement levels of all learners.
The school expects to see:
teachers responding to the strengths and learning needs of all students
teachers using assessment information effectively in their programme planning
accelerated achievement outcomes for all students.
Strengths
The school can draw from the following strengths to support it in its goal to respond to the learning needs of all students and accelerating their progress and achievement:
learners experience a welcoming and calm environment where they are valued.
Where to next?
Moving forward, the school will prioritise:
developing a shared understanding of learning expectations among teachers
consistently implementing effective teaching strategies to improve learning outcomes for students
continuing to strengthen assessment practices to inform teaching practice and school direction.
ERO has concerns about
The capacity for, and sustainability of effective leadership and governance to bring about improved and sustainable school performance. This includes:
the planning and delivery of a coherent, appropriate and relevant curriculum
students being provided with sufficient, related opportunities to revisit and consolidate learning
the use of relevant assessment tools to gather reliable achievement information
the School Board ensuring that is meeting its legal and statutory roles and responsibilities.
Recommendation
Support has also been requested from the Ministry of Education to support the school to progress against the key improvement priorities identified.
To support the school’s improvement planning ERO will:
monitor progress towards these improvement priorities termly
work with the school to regularly report progress against the improvement priorities.
ERO’s next visit will focus on the development of key improvement priorities and regularly monitoring and reporting of progress.
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
28 March 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 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).