St Thomas School (Auckland)
Full Primary · State
- Year levels
- 1–8
- Total roll
- 786
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Allum Street, Kohimarama, Auckland
- Territorial authority
- Ōrākei Local Board Area
- Phone
- 09-5283938
- principal@stthomas.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
- Required
St Thomas’s School has a compulsory school uniform. All students are required to wear the complete St Thomas’s uniform.
- Required
- Where to buy the uniform
- https://www.argyleonline.co.nz/shop/auckland/st-thomass-school
Our school uniform can be purchased from Argyle Schoolwear. Click the following link to take you to their site: [Visit Link](https://www.argyleonline.co.nz/shop/auckland/st-thomass-school)
- https://www.argyleonline.co.nz/shop/auckland/st-thomass-school
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
- Well prepared for an ever-changing world, the St Thomas’s School learning community is:
- - Respectful – valuing who we are as individuals, welcoming of diversity in others and caring for our environment.
- - Resilient – ambitious, persistent in overcoming challenges and driven to be the best we can be.
- - Responsible – for ourselves and for our connection to those around us.
- International students
- Accepted, as stated
St Thomas’s School has a long history of welcoming international students into our school and parent community.
- Accepted, as stated
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Music lessons
Music lessons right at school
- Lunchtime Table Tennis coaching
Lunchtime Table Tennis coaching is available to year 5, 6, 7 and 8 students on Friday in our school hall.
- Lunchtime Tennis
- Soccer Skills with Billy Harris
- Shine School of Confidence – Speech & Drama Classes
- The AIMS Games
The AIMS Games gives Intermediate aged students an opportunity to compete as an individual or in a team against the best of their age in twenty different sports.
- Music lessons
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 399
- Māori
- 38
- Pacific
- 36
- Asian
- 334
- MELAA
- 76
- Other
- 5
- International
- 25
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 | 13 | 8 | 50 | 11 | 2 | 54 | 0 | 110 |
| Year 02 | 8 | 6 | 46 | 13 | 0 | 55 | 2 | 106 |
| Year 03 | 5 | 4 | 46 | 14 | 0 | 56 | 0 | 108 |
| Year 04 | 4 | 3 | 39 | 10 | 0 | 56 | 2 | 97 |
| Year 05 | 6 | 4 | 42 | 12 | 3 | 67 | 3 | 122 |
| Year 06 | 5 | 6 | 53 | 7 | 1 | 51 | 4 | 114 |
| Year 07 | 4 | 5 | 32 | 15 | 4 | 48 | 4 | 101 |
| Year 08 | 1 | 3 | 38 | 5 | 1 | 37 | 4 | 80 |
| Total | 46 | 39 | 346 | 87 | 11 | 424 | 19 | 838 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 10 | 8 | 47 | 11 | 2 | 48 | 0 | 102 |
| Age 06 | 10 | 6 | 41 | 9 | 0 | 54 | 2 | 97 |
| Age 07 | 5 | 4 | 48 | 18 | 0 | 61 | 0 | 119 |
| Age 08 | 5 | 3 | 42 | 10 | 0 | 58 | 2 | 101 |
| Age 09 | 6 | 4 | 46 | 10 | 2 | 60 | 3 | 116 |
| Age 10 | 5 | 6 | 52 | 9 | 2 | 57 | 4 | 121 |
| Age 11 | 4 | 5 | 26 | 13 | 4 | 45 | 2 | 89 |
| Age 12 | 1 | 3 | 38 | 6 | 1 | 38 | 5 | 83 |
| Age 13 | 0 | 0 | 6 | 1 | 0 | 3 | 1 | 10 |
| Total | 46 | 39 | 346 | 87 | 11 | 424 | 19 | 838 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
15.1%
| St Thomas School (Auckland) | 15.1% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 10.3% |
|---|---|
| Male | 18.6% |
| Māori | 0% |
| Pacific | 39.5% |
| Asian | 16% |
| Other | 19% |
| European/Pākehā | 16.7% |
| Total | 15.1% |
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 Thomas School (Auckland) | 0% |
|---|---|
| Auckland Region | 3% |
| Full Primary | 3.9% |
| 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%
| St Thomas School (Auckland) | 0% |
|---|---|
| Auckland Region | 1.4% |
| Full Primary | 1.7% |
| 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)
- 377
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1954
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
- 29 August 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 29 August 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
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 786 — 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
853
Counted while ERO’s review team was at the school. Education Review Office, report of 19 July 2019
September 2014
771
Counted while ERO’s review team was at the school. Education Review Office, report of 14 November 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 29 August 2025 — “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
St Thomas School provides education for learners in Years 1 to 8. Currently there are 823 students of whom 42% identify as Asian; 38% as NZ European / Pakeha; 10% as Middle Eastern, Latin American or African; 6% identity Māori and 4% Pacific of heritage. Learners come from culturally diverse backgrounds, and many speak more than one language.
The school values are whakaute /respectful, aumangea /resilient, and takohanga /responsible and support the school mission for learners to be well prepared for an ever-changing world.
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
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.
How well are learners succeeding? Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.
What is the quality of teaching and learning? Learners benefit from excellent 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 literacy 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 driving excellent school performance.
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 0 to 8
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 65% 65 to 79% 80 to 90% Over 90%
Reading Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are becoming more 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 learners 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.
Assessment information is used 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 significantly extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is meeting Government reading, writing and mathematics targets set for 2030.
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
Senior leaders, staff and the School Board have high expectations for all learners to be successful. Learner achievement in reading, writing and mathematics is consistently high, and outcomes for Māori learners are equitable.
All staff promote a safe and inclusive learning environment that supports physical and emotional wellbeing, ensuring all learners feel valued, respected and can thrive.
The school board and leadership use a wide range of achievement and engagement data to inform decision making and equitably allocate resources to support all learners.
Teaching practices are based on evidence and implemented through a shared, structured literacy, mathematics and wider curriculum delivery. Specialist teachers contribute to the school’s rich and broad curriculum.
The well-resourced curriculum offers opportunities for academic, cultural and sporting engagement. It fosters students’ confidence in their identity, language and culture. A variety of learning experiences enable learners to explore and excel in areas of interest and strength.
Leaders promote a culture of professional learning and collaboration. Staff are well supported and collectively, are committed to high-quality teaching and excellent learning outcomes for all learners.
A robust cycle of internal evaluation ensures that the school is continuously reflecting, reviewing and improving its practices to meet the needs of all learners.
Key priorities
Sustain and improve regular attendance for all learners.
Strengthen te ao Māori within the curriculum and school-wide programmes.
Investigate and implement new opportunities and initiatives to further enhance learning outcomes for learners with additional needs.
Actions to bring about improvement
Every six months:
leaders analyse and report student attendance information to the Board
leaders and teachers evaluate and report to the Board on how effectively te ao Māori is integrated within the curriculum, school wide programmes and its impact on improving learner outcomes
leaders review and report to the Board new opportunities and initiatives that are making a difference for learners with additional needs
Annually:
the Board and leaders review the effectiveness of attendance initiatives and programmes for learners with additional needs to inform next steps and ongoing improvement planning.
Expected outcomes
Sustained and improved regular attendance.
Te ao Māori is visible in the school curriculum.
Innovative well-resourced programmes enabling learners with additional needs to achieve their best.
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 of the report is about the quality of the provision of education for international student 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 21 international students attending the school, and no exchange students.
St Thomas School has high quality processes for the provision of pastoral care of international students and for annual self–review. The school’s programme is well established.
The school provides a welcoming, inclusive environment where students are well-supported to participate in a range of activities and integrate into the school’s community. Thorough policies and processes for monitoring and responding to student wellbeing and academic progress are in place.
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 (Acting)
29 August 2025
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).