Rutherford School
Contributing · State
- Year levels
- 1–6
- Total roll
- 298
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 2 Kotuku Street, Te Atatu Peninsula, Auckland
- Territorial authority
- Henderson-Massey Local Board Area
- Phone
- 09-8345467
- office@rutherfordprimary.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.
- Office hours
- Staffed between 8.00am and 3.30pm
The school office is staffed between 8.00am and 3.30pm.
- Staffed between 8.00am and 3.30pm
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 89
- Māori
- 83
- Pacific
- 78
- Asian
- 87
- MELAA
- 18
- 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 | 10 | 13 | 6 | 2 | 1 | 17 | 0 | 34 |
| Year 02 | 12 | 12 | 16 | 2 | 0 | 21 | 0 | 48 |
| Year 03 | 15 | 12 | 17 | 7 | 0 | 18 | 0 | 58 |
| Year 04 | 19 | 13 | 17 | 2 | 1 | 19 | 0 | 54 |
| Year 05 | 12 | 14 | 16 | 2 | 0 | 19 | 0 | 51 |
| Year 06 | 13 | 8 | 13 | 4 | 0 | 29 | 0 | 60 |
| Year 07 | 0 | 0 | 2 | 1 | 0 | 3 | 0 | 6 |
| Total | 81 | 72 | 87 | 20 | 2 | 126 | 0 | 311 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 9 | 12 | 6 | 2 | 0 | 15 | 0 | 31 |
| Age 06 | 12 | 10 | 16 | 2 | 1 | 22 | 0 | 47 |
| Age 07 | 14 | 12 | 17 | 7 | 0 | 18 | 0 | 56 |
| Age 08 | 21 | 15 | 18 | 2 | 1 | 20 | 0 | 60 |
| Age 09 | 12 | 14 | 14 | 2 | 0 | 19 | 0 | 49 |
| Age 10 | 12 | 9 | 13 | 4 | 0 | 29 | 0 | 60 |
| Age 11 | 1 | 0 | 3 | 1 | 0 | 3 | 0 | 8 |
| Total | 81 | 72 | 87 | 20 | 2 | 126 | 0 | 311 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
16.4%
| Rutherford School | 16.4% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 29.8% |
| Māori | 39.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 18.9% |
| Total | 16.4% |
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%
| Rutherford 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%
| Rutherford 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)
- 433
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Major urban area
- Date opened
- 24 March 1961
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
- 3
- Last reviewed
- 12 February 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (12 February 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 12 February 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 298 — 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 2017
275
Counted while ERO’s review team was at the school. Education Review Office, report of 30 June 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 12 February 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 24 months of the Education Review Office and Rutherford 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
Rutherford School is a Year 0-6 school in Te Atatū Peninsula, Auckland. The school aims to provide an inclusive environment where tamariki can develop the learner qualities of resilience, courage, creativity, and critical thinking. These qualities aim to empower learners to have a positive influence on their world.
Rutherford School’s strategic priorities for improving outcomes for learners are to:
embed effective and consistent teaching practices
grow collaborative teaching practices that promote cohesion and student engagement
strengthen our sense of community.
You can find a copy of the school’s strategic and annual plan on Rutherford School’s website.
ERO and the school are working together to evaluate how well assessment is used to support teaching and learning, ensuring equity and excellence for all learners.
The rationale for selecting this evaluation is:
to further strengthen teachers’ use of achievement information to adapt their teaching to support the needs of all learners and groups of learners who need targeted support
to ensure a responsive curriculum which offers a broad range of experiences to support all learners to be successful
teachers developing learning partnerships with learners and their whānau , to ensure aspirations are met and whānau are part of the learning journey.
The school expects to see improvement in teaching and learning practices built on positive culturally responsive relationships and partnerships, to ensure excellence and equity.
Strengths
The school can draw from the following strengths to support its goal to evaluate how well assessment is used to support teaching and learning, ensuring equity and excellence for all learners.
ongoing professional learning for staff focused on assessment for learning
effective partnerships across the Kāhui Ako , with a commitment to the development of te reo Māori
strong whānau partnership and community support
an experienced leadership team who takes collective ownership for achievement and outcomes for learners
Where to next?
Moving forward, the school will prioritise:
teachers work collaboratively to review and streamline quality assessment practices through the school to enhance equity and excellence for ākonga
teachers intentionally sharing assessment evidence so that learners can reflect on their learning and identify their next steps
professional learning and development opportunities to build teacher capability in using assessment information to improve outcomes for all learners
evaluate and adapt initiatives that make a difference for Māori learners.
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
12 February 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 3 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).