Stanley Bay School
Contributing · State
- Year levels
- 1–6
- Total roll
- 167
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 15 Russell Street, Stanley Point, Auckland
- Territorial authority
- Devonport-Takapuna Local Board Area
- Phone
- 09-4452510
- accounts@stanleybay.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.
- In their words
- Values:
- Manaakitanga: RespectManahau: ResilienceTapatahi: Integrity
- International students
- Accepted, as stated
At Stanley Bay School, we welcome international students and are committed to making their time with us a memorable ‘kiwi’ experience.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 158
- Māori
- 6
- Pacific
- 2
- Asian
- 6
- MELAA
- 2
- 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 | 1 | 1 | 3 | 0 | 0 | 25 | 0 | 26 |
| Year 02 | 3 | 0 | 1 | 2 | 0 | 19 | 0 | 22 |
| Year 03 | 1 | 1 | 1 | 0 | 0 | 33 | 0 | 33 |
| Year 04 | 2 | 0 | 5 | 1 | 0 | 31 | 0 | 36 |
| Year 05 | 0 | 1 | 0 | 0 | 0 | 20 | 0 | 20 |
| Year 06 | 7 | 1 | 3 | 2 | 0 | 46 | 0 | 48 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Total | 15 | 4 | 13 | 5 | 0 | 179 | 0 | 190 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 1 | 3 | 0 | 0 | 18 | 0 | 19 |
| Age 06 | 3 | 0 | 1 | 2 | 0 | 25 | 0 | 28 |
| Age 07 | 1 | 1 | 1 | 0 | 0 | 33 | 0 | 33 |
| Age 08 | 2 | 0 | 5 | 1 | 0 | 32 | 0 | 37 |
| Age 09 | 0 | 1 | 0 | 0 | 0 | 20 | 0 | 20 |
| Age 10 | 7 | 1 | 3 | 2 | 0 | 44 | 0 | 46 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 7 | 0 | 7 |
| Total | 15 | 4 | 13 | 5 | 0 | 179 | 0 | 190 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Stanley Bay School | 0% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Stanley Bay 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%
| Stanley Bay 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)
- 360
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1909
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
- 25 February 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (19 August 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 19 August 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 25 February 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for learners in Years 1 to 6
- Years 1 to 6
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 167 — 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 2015
282
Counted while ERO’s review team was at the school. Education Review Office, report of 3 June 2015
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 25 February 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.
About the School
Stanley Bay School provides education for learners in Years 1 to 6. Currently the school’s roll is 223 and is made up of primarily European and Pākehā learners. Since the previous ERO report in 2022, a new principal and deputy principal have been appointed. The school’s whakataukī is Ko era e mau te wehi ka hari to ora | Those who do their best do well .
Progress since August 2022 ERO report
ERO and the school worked together to evaluate how well student-led learning contributed to continuously improving wellbeing and achievement outcomes for priority learners. The school expected to see:
inclusive classroom environments that support priority learners to be confident, creative and critical thinkers who were connected to their community and the wider world
teachers consistently using highly effective teaching strategies and practices that promote equitable and excellent learner outcomes.
During the course of the evaluation, it was found that learners were confident and well supported by teaching staff to make progress in their learning. Learners experienced a positive and inclusive learning environment that enabled them to develop resilience and become problem solvers. Significant improvement in writing and mathematics since 2022 is evident. Teaching and learning programmes reflected students’ strengths, interests and needs well, ensuring equitable and excellent learner outcomes.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
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 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 ongoing improvement to the quality of 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 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
The school is approaching the target of 80% regular attendance.
The school is developing a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
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
The school has good quality planning to increase the rate of progress for all groups of students.
The school has significantly 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 Government reading, writing and mathematics and/or pānui , tuhituhi and pāngarau targets and is likely to meet them by 2030.
Part B - Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Learners progress and achieve well in reading, writing and mathematics; achievement information shows there are no significant inequities between groups of learners.
Students express a strong sense of belonging and pride in their school that supports their wellbeing and engagement with learning.
Leaders gather relevant feedback and ideas from students, staff and parents, and use this information appropriately to inform decision making and strategic planning.
Structured literacy is well embedded throughout the school; leaders and teachers have been planning and implementing structured mathematics since the start of 2024.
Learners experience a range of meaningful learning opportunities linked to the local context; leaders and teachers are strengthening the integration of curriculum initiatives and programmes that draw on te reo Māori , tikanga Māori and te ao Māori .
Well-considered staff professional development is targeted, planned and purposefully implemented for ongoing improvement of teaching and learning.
Teachers work collaboratively and regularly use achievement information and evidence to inform teaching and learning, monitoring the impact of their actions.
Key priorities and actions for improvement
The agreed next steps for the school are to:
continue to review initiatives to increase the regular attendance of all students
consolidate curriculum initiatives, embedding te reo Māori , tikanga Māori and te ao Māori throughout school and class programmes
continue to strengthen effective teaching, learning and assessment practices to sustain student achievement and strengthen students’ active engagement in their learning
embed a shared understanding of evaluation for improvement among staff to support schoolwide consistency of high-quality teaching and learning.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
review the impact of initiatives to improve students’ regular attendance and identify further action
continue to provide professional learning opportunities that strengthen teachers’ understanding and use of highly effective teaching, learning, assessment and evaluation practices
review the progress made with consolidating the curriculum initiatives, including te reo Māori , tikanga Māori and te ao Māori , to inform future planning and action
Annually:
review and report to the board on student attendance, progress and achievement information to support ongoing strategic decision making for improvement
evaluate the impact of teaching, learning and assessment practices on students’ engagement, progress and achievement and use this to inform next steps.
Actions taken against these next steps are expected to result in:
more students attending school regularly, meeting the Government’s target of 80% regular attendance
sustained and improved student progress and achievement in reading, writing and mathematics
learners who take ownership of their learning and are confident in their understanding and use of te reo Māori , tikanga Māori and te ao Māori
continued effective use of evaluation for improvement schoolwide that supports consistent high quality teaching and learning practices.
Background
The Education Review Office reviews schools that are signatories 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.
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.
No international students were enrolled at the time of the ERO review .
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Actions for Compliance
ERO has identified the following area of non-compliance during the board assurance process:
every safety check of a person must comply with the requirements for safety checks for core or non-core workers. [s31 (1) Children’s Act 2014]
The board has since addressed the area of non-compliance identified.
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
Sharon Kelly Acting Director of Schools
25 February 2025
Education Counts
This 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).