St Patrick's School (Panmure)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 71
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 5 Church Crescent, Panmure, Auckland
- Territorial authority
- Maungakiekie-Tāmaki Local Board Area
- Phone
- 09-5277016
- admin@saintpatricks.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 5
- Māori
- 0
- Pacific
- 33
- Asian
- 36
- MELAA
- 0
- Other
- 1
- 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 | 0 | 3 | 3 | 0 | 0 | 1 | 0 | 7 |
| Year 02 | 0 | 3 | 7 | 0 | 0 | 1 | 0 | 11 |
| Year 03 | 0 | 5 | 3 | 0 | 0 | 0 | 0 | 8 |
| Year 04 | 0 | 3 | 5 | 0 | 0 | 0 | 0 | 8 |
| Year 05 | 0 | 3 | 3 | 0 | 0 | 0 | 0 | 6 |
| Year 06 | 0 | 5 | 4 | 0 | 0 | 1 | 0 | 9 |
| Year 07 | 0 | 9 | 9 | 0 | 0 | 0 | 0 | 18 |
| Year 08 | 0 | 2 | 2 | 0 | 0 | 0 | 0 | 4 |
| Total | 0 | 33 | 36 | 0 | 0 | 3 | 0 | 71 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 3 | 3 | 0 | 0 | 1 | 0 | 7 |
| Age 06 | 0 | 3 | 7 | 0 | 0 | 1 | 0 | 11 |
| Age 07 | 0 | 4 | 3 | 0 | 0 | 0 | 0 | 7 |
| Age 08 | 0 | 3 | 5 | 0 | 0 | 0 | 0 | 8 |
| Age 09 | 0 | 4 | 3 | 0 | 0 | 0 | 0 | 7 |
| Age 10 | 0 | 5 | 4 | 0 | 0 | 1 | 0 | 9 |
| Age 11 | 0 | 8 | 7 | 0 | 0 | 0 | 0 | 15 |
| Age 12 | 0 | 3 | 4 | 0 | 0 | 0 | 0 | 7 |
| Total | 0 | 33 | 36 | 0 | 0 | 3 | 0 | 71 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
52.8%
| St Patrick's School (Panmure) | 52.8% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 68.8% |
|---|---|
| Male | 36% |
| Māori | Not available (source marker: "nd") |
| Pacific | 93.6% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 52.8% |
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%
| St Patrick's School (Panmure) | 0% |
|---|---|
| Auckland Region | 3% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | Not available (source marker: "nd") |
| 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%
| St Patrick's School (Panmure) | 0% |
|---|---|
| Auckland Region | 1.4% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | Not available (source marker: "nd") |
| 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)
- 445
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 16 November 1858
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 April 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (19 April 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 19 April 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 71 — 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.
November 2017
105
Counted while ERO’s review team was at the school. Education Review Office, report of 19 February 2018
October 2014
111
Counted while ERO’s review team was at the school. Education Review Office, report of 3 December 2014
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 19 April 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 10 months of the Education Review Office and St Patrick’s School (Panmure) 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
St Patrick’s School (Panmure) is a Catholic, state-integrated school in Auckland, providing education for children in Years 1 to 8. The school’s mission is to provide Catholic education that enables all children to develop to their full potential, and encompasses the school’s special character vision ‘Learn, Create, Share’.
The St Patrick’s School (Panmure) priorities for improving outcomes for learners are to:
implement learning that supports and challenges ākonga to think creatively and critically across the curriculum
focus on continued engagement with family and whānau , building stronger learning-centred relationships.
You can find a copy of the school’s strategic and annual plan on the St Patrick’s School (Panmure) website.
ERO and the school are working together to evaluate how effectively teaching and learning strategies promote creative, critical thinking skills that are relevant, challenging, and meaningful for all ākonga .
The rationale for selecting this evaluation is:
the school has a goal to foster the growth and development of ākonga as creative, critical thinkers and learners
the school’s commitment to building professional knowledge to best plan for, teach and assess ākonga critical thinking skills and competencies
to strengthen learning-focused partnerships with parents, whānau and community where ākonga are supported to achieve success.
The school expects to see:
all ākonga using creative and critical thinking skills and competencies to support their engagement, progress and achievement
leaders and teachers evaluating the impact of creative and critical thinking skills and competencies on the engagement, progress and achievement of all ākonga
ākonga supported to achieve success through strengthened learning-focused partnerships with parents, whānau and community.
Strengths
The school can draw from the following strengths to support its goal to evaluate how effectively teaching and learning strategies promote creative, critical thinking skills that are relevant, challenging, and meaningful for all ākonga :
leaders and teachers use effective, culturally responsive pedagogy to support and promote student learning
ākonga experience an inclusive learning environment where their engagement and wellbeing are valued and promoted
learning-focused relationships are respectful, positive and productive, difference and diversity are valued.
Where to next?
Moving forward, the school will prioritise:
effective teaching and learning strategies that promote creative and critical thinking skills and competencies for all ākonga
the gathering, analysis of evidence, and evaluation of these skills and competencies of all ākonga
a reviewed, refreshed and strengthened approach to goal centred ākonga -led learning conferences with parents and whānau .
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
19 April 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).