Remuera School
Contributing · State
- Year levels
- 1–6
- Total roll
- 569
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 25 Dromorne Road, Remuera, Auckland
- Territorial authority
- Ōrākei Local Board Area
- Phone
- 09-5202458
- office@rps.school.nz
- Website
- http://www.rps.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.
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.
- International students
- Accepted, as stated
Remuera Primary School welcomes applications from International Fee paying students who are of the correct age and will be living with a parent.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 191
- Māori
- 18
- Pacific
- 12
- Asian
- 381
- MELAA
- 14
- Other
- 11
- International
- 8
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 | 3 | 60 | 0 | 1 | 38 | 2 | 90 |
| Year 02 | 8 | 2 | 54 | 3 | 3 | 28 | 1 | 85 |
| Year 03 | 1 | 1 | 47 | 4 | 2 | 34 | 0 | 86 |
| Year 04 | 1 | 0 | 67 | 2 | 0 | 32 | 2 | 97 |
| Year 05 | 5 | 3 | 54 | 1 | 4 | 36 | 2 | 93 |
| Year 06 | 2 | 1 | 70 | 0 | 1 | 40 | 3 | 111 |
| Year 07 | 2 | 1 | 9 | 0 | 0 | 10 | 0 | 19 |
| Total | 24 | 11 | 361 | 10 | 11 | 218 | 10 | 581 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 1 | 53 | 0 | 0 | 30 | 2 | 76 |
| Age 06 | 8 | 4 | 56 | 3 | 3 | 34 | 1 | 92 |
| Age 07 | 1 | 1 | 51 | 3 | 2 | 33 | 0 | 87 |
| Age 08 | 1 | 0 | 66 | 3 | 1 | 35 | 2 | 101 |
| Age 09 | 5 | 3 | 53 | 1 | 4 | 36 | 2 | 92 |
| Age 10 | 2 | 1 | 73 | 0 | 1 | 39 | 3 | 113 |
| Age 11 | 2 | 1 | 9 | 0 | 0 | 11 | 0 | 20 |
| Total | 24 | 11 | 361 | 10 | 11 | 218 | 10 | 581 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
18%
| Remuera School | 18% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 17.9% |
|---|---|
| Male | 18.1% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 7.5% |
| Other | 0% |
| European/Pākehā | 34.9% |
| Total | 18% |
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%
| Remuera 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%
| Remuera 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)
- 348
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 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
- 19 June 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (13 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 13 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 19 June 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 19 June 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
Remuera School provides education for students in Years 1 to 6. The roll of 581 comprises, approximately 67% of students who identify as Asian, 25% New Zealand European/ Pākehā , 3% Māori and 3% of other ethnic backgrounds.
The school vision is to provide culturally responsive excellence for all students, accelerating learning by strengthening individual potential and ability . This is supported by the school values; Excellence, Inclusiveness, Integrity, Perseverance and Innovation .
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 expected to see improved progress and achievement outcomes for all students, changes in approaches to curriculum provision with enhanced responsiveness of teachers to the diverse learning needs of learners.
Findings
The school established a strong learning culture both for students and all staff grounded in respect and inclusion. Leaders and teachers respond effectively to the diverse needs of learners through targeted staff professional learning and initiatives that promote inclusion, wellbeing and engagement. Structured literacy and restorative, relational approaches are consistently implemented to support student wellbeing and learning.
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.
A large majority of learners enter Remuera School speaking languages other English.
How well are learners succeeding? The school is working towards high levels of success and progress for all learners.
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 skills in foundational skills in l iteracy 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 high quality 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 A large majority of learners meet or exceed the expected curriculum level. Results are not yet 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.
Most students attend school regularly.
The school is exceeding 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.
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.
Teachers use information 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 meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
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 benefit from calm, inclusive and respectful learning environments that effectively support their engagement, wellbeing, and sense of belonging. High levels of student engagement are reflected in improving rates of regular attendance.
Strong strategic leadership sustains a trusting, collaborative and reflective staff culture that drives school improvement. Leaders and teachers use a range of evidence to effectively evaluate progress and plan next steps.
Leaders use well established systems to analyse student progress and achievement. Clear expectations for curriculum planning and teaching and assessment, strengthens consistency of teaching practice.
Professional learning for teachers including structured literacy and mathematics is being successfully implemented to improve learning outcomes for all students.
Leaders and the Remuera School Board make Intentional resourcing decisions, such as skilled specialist teaching ensure programmes meet the many different learning needs of students and improve progress and achievement.
Key priorities
Consolidate and refine the school’s curriculum and assessment practices to reflect The New Zealand Curriculum .
Consolidate internal evaluation processes to drive excellent and equitable outcomes for all groups of learners.
Maintain consistently high student attendance.
Actions to bring about improvement
Within six months:
leaders and teachers implement and monitor the school’s attendance plan
Every six months:
leaders and teachers evaluate the impact of teaching and learning, including assessment practices, on learner outcomes to inform ongoing curriculum decision making
leaders and teachers evaluate student progress and identify steps to further improve achievement, particularly for those learners not yet achieving at expectation
leaders closely monitor the effectiveness of initiatives to maintain high student attendance, adjust where needed and report to the School Board and parent community
leaders maintain their review and alignment of literacy and mathematics programmes and assessment practices to incorporate changes to The New Zealand Curriculum
Annually:
leaders and teachers monitor, review and update the school’s curriculum and assessment practices to align to The New Zealand Curriculum
leaders and the School Board review student progress and achievement, share with the community and use to identify priorities for improvement.
Expected outcomes
High achievement with excellent and equitable outcomes for all students.
Curriculum and assessment practices well aligned to The New Zealand Curriculum.
Sustained high levels of regular 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 were 12 international students attending the school, and no exchange students.
Systems and processes for international students are well established and support ongoing improvement. Students have access to a range of adults who provide appropriate academic and wellbeing support. Students actively engage in learning programmes and school-wide activities. They receive high quality English provision as second language learning based on individual needs.
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
19 June 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).