Snells Beach Primary School
Contributing · State
- Year levels
- 1–6
- Total roll
- 348
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 62 Dawson Road, Snells Beach
- Territorial authority
- Rodney Local Board Area
- Phone
- 09-4256058
- admin@snellsbeach.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.
- School day starts
- 9.00am
9.00am – School Starts
- 9.00am
- School day ends
- 3.00pm
3.00pm – School finishes
- 3.00pm
- Uniform
- Required
Red, navy, black or white tights may be worn under skorts and culottes in winter Black, navy or white thermal tops may be worn under the school t-shirt
- Required
- Getting there
- Bus 8 (Sandspit — Brick Bay, Puriri Place & Sandspit Rd) and Bus 11 (Scotts Landing — Charles St, Ridge Rd, Martins Bay and Algies Bay) service the school
Snells Beach School has several buses servicing the school: Bus 8 Picks children up from Sandspit (Brick Bay, Puriri Place & Sandspit Rd), and brings them through to school, returning via the same route in the afternoon. This bus will, by special arrangement and so long as there is room, pick children up at the bus stops at the top of Governor Grey Rd and Tamatea Drive and return them to Muncaster Rd ONLY in the afternoon. Bus 11 Picks children up from Scotts Landing (Charles St, Ridge Rd), Martins Bay and Algies Bay and brings them through to school, returning via the same route in the afternoon.
- Bus 8 (Sandspit — Brick Bay, Puriri Place & Sandspit Rd) and Bus 11 (Scotts Landing — Charles St, Ridge Rd, Martins Bay and Algies Bay) service the school
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 297
- Māori
- 72
- Pacific
- 27
- Asian
- 27
- MELAA
- 16
- Other
- 10
- 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 | 3 | 3 | 6 | 1 | 0 | 31 | 0 | 39 |
| Year 02 | 17 | 5 | 4 | 2 | 1 | 52 | 0 | 60 |
| Year 03 | 11 | 5 | 5 | 5 | 1 | 50 | 0 | 59 |
| Year 04 | 12 | 6 | 3 | 5 | 0 | 63 | 0 | 70 |
| Year 05 | 16 | 9 | 6 | 4 | 3 | 57 | 0 | 69 |
| Year 06 | 15 | 5 | 2 | 4 | 0 | 59 | 0 | 68 |
| Year 07 | 2 | 2 | 1 | 1 | 0 | 14 | 0 | 17 |
| Total | 76 | 35 | 27 | 22 | 5 | 326 | 0 | 382 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 3 | 5 | 0 | 0 | 24 | 0 | 30 |
| Age 06 | 16 | 5 | 5 | 3 | 1 | 58 | 0 | 68 |
| Age 07 | 11 | 5 | 5 | 5 | 1 | 47 | 0 | 56 |
| Age 08 | 13 | 5 | 3 | 5 | 0 | 66 | 0 | 72 |
| Age 09 | 17 | 10 | 6 | 4 | 3 | 57 | 0 | 70 |
| Age 10 | 14 | 5 | 2 | 4 | 0 | 59 | 0 | 68 |
| Age 11 | 2 | 2 | 1 | 1 | 0 | 15 | 0 | 18 |
| Total | 76 | 35 | 27 | 22 | 5 | 326 | 0 | 382 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
96.3%
| Snells Beach Primary School | 96.3% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 15.1% |
|---|---|
| Male | 164.2% |
| Māori | 65% |
| Pacific | 0% |
| Asian | 0% |
| Other | 190.8% |
| European/Pākehā | 84.4% |
| Total | 96.3% |
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%
| Snells Beach Primary 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%
| Snells Beach Primary 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)
- 437
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 30 December 2007
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
- 5
- Last reviewed
- 24 October 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (24 October 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 24 October 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 348 — 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.
June 2017
222
Counted while ERO’s review team was at the school. Education Review Office, report of 6 September 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 24 October 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
Snells Beach Primary School , north of Auckland, is located on the Mahurangi East Peninsula. The school provides education for learners in Years 1 to 6. The community is currently experiencing rapid development resulting in roll growth for the school.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the last report ERO and the school have been working together to evaluate how well for all learners:
the school’s planning for implementing te ao Māori , tikanga Māori and te reo Māori provide equitable opportunities
the refined literacy programme ensures continuity of learning across the school.
Expected Improvements and Findings
The school expected to see:
Te ao Māori , te reo Māori and tikanga Māori evidenced across all aspects of school life.
Learners experience a curriculum that values culture, language and identity.
Tikanga and matauranga Māori are successfully woven through the curriculum.
Te reo Māori is visible throughout the school environment and within school documents.
A strengthened reciprocal relationship with Ngāti Manuhiri .
Positive connections and reciprocal relationships with Ngāti Manuhiri are purposeful.
Ngāti Manuhiri support the cultural induction of School Board members, staff and learners.
Ngāti Manuhiri support school leaders to develop the Snells Beach Primary School kawa .
A refined literacy plan that provides effective continuity of learning across the school.
Literacy planning has been strengthened to support structured literacy approaches and guidelines.
Established routines and practices respond to the needs of learners and foster engagement in learning.
The school has developed learning progressions in mathematics, writing and reading with a common language for school wide consistency .
Consistent and equitable opportunities for all learners to achieve excellent outcomes.
Achievement information shows that most learners achieved at or greater than the expected levels in reading, writing and mathematics.
Other Findings
During the course of the evaluation, it was found that the achievement of Year 1 and 2 learners accelerated due to structured literacy teaching approaches. Teachers responded to this acceleration by adapting the learning programme for Year 3 learners who were able to apply this knowledge in a wider range of contexts.
The greatest shift that occurred in response to the school’s action of implementing a structured approach to literacy and mathematics is greater consistency in teaching and improved learner outcomes.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Most learners are engaged, make good progress and achieve very well.
Most learners are achieving at or above the expected curriculum level in reading, writing and mathematics; Māori learners are achieving as well as or better than all.
Learners know and express the school values, have a strong sense of belonging and purpose, and are confident in their identity.
The school has yet to meet the Ministry of Education targets for attendance; the majority of learners attend school regularly and staff use specific strategies that encourage improved attendance rates.
Conditions to support learner success
School leaders are highly effective and lead ongoing improvement.
Leadership across the school is deliberately developed with a strong focus on growing teachers’ leadership capability to achieve the school’s vision and strategic intention.
Leaders use a range of evidence to coherently plan and monitor progress of strategic improvement goals and evaluate the effectiveness of strategies to improve learning and wellbeing.
Shared leadership responsibility ensures that systems, practices and processes are well known by staff, board, school community and sustainable.
Learner success is supported by a mutually respectful school culture and high-quality teaching .
Staff know learners well, and work together to provide purposeful and challenging learning opportunities for all learners to engage positively and make progress.
Learners have an environment where they are encouraged to be independent and take risks that allow them to make the most of all learning opportunities.
Learners needing additional support are identified promptly, provided with individualised and effective support to learn and progress at an appropriate pace.
The school has well aligned systems, practices and programmes that promote learners’ wellbeing and engagement for success.
Effective communication between the board, leaders and teachers supports collaboration, resourcing and contributes to a successful teaching and learning environment.
Leaders and staff foster strong relationships across a wide range of professional networks including mana whenua to support capability building, improvement and innovation.
Teachers and leaders share and work towards achieving equitable outcomes in the progress achievement and wellbeing of all learners.
Part C: Where to next?
The agreed next steps for the school are to:
prepare to implement the new English and mathematics curriculum
continue embedding te ao Māori , tikanga and te reo Māori
continue to work in partnership with families to improve attendance rates and progress and achievement for all learners
continue to analyse and respond to attendance information to strengthen practices.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
analyse and respond to learner attendance, achievement, engagement and wellbeing information to know what is working and for who
continue to engage in professional development to ensure that teaching and learning of the structured mathematics and literacy approaches meet the expectations of the new curriculum
continue to collaborate with local agencies and iwi as new initiatives become available.
Annually:
continue to analyse and report school wide achievement, attendance and wellbeing data to the school board to strategically plan evidence-based actions
continue to embed and evaluate the professional capacity of teachers to increase the use of te reo and tikanga Māori and its impact on learner outcomes
review and evaluate systems and processes to ensure that the school is best placed to sustain good practice and manage the rapid roll growth.
Actions taken against these next steps are expected to result in:
successful implementation of the new English and mathematics curriculum
te ao Māori , tikanga and te reo Māori integral to the school’s culture
improved attendance, progress and achievement for all learners.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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
Shelley Booysen Director of Schools
24 October 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 5 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).