Stanmore Bay School
Contributing · State
- Year levels
- 1–6
- Total roll
- 487
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 32 Waiora Road, Whangaparaoa
- Territorial authority
- Hibiscus and Bays Local Board Area
- Phone
- 09-4245540
- not reported
- 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
School uniform is compulsory at Stanmore Bay School.
- Required
- Where to buy the uniform
- https://www.argyleonline.co.nz/shop/rodney/stanmore-bay-school
Uniforms must be purchased online from [ARGYLE SCHOOLWEAR](https://www.argyleonline.co.nz/shop/rodney/stanmore-bay-school).
- https://www.argyleonline.co.nz/shop/rodney/stanmore-bay-school
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/1513
You are able to start the enrolment process by registering your child's information here: [Enrol at Stanmore Bay School](https://enrolments.linc-ed.com/apply/NZ/1513)
- https://enrolments.linc-ed.com/apply/NZ/1513
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
- Building Curious Minds
- Vision
- Guiding our students to grow into adaptable, confident and creative learners in our community
- Mission
- Create an environment of connection and respect to empower our students on their learning journey to greatness and personal excellence
- Values
- RespectKia Whakaute
- ConnectKia Tūhono
- LearnKia Ako
- International students
- Accepted, as stated
Stanmore Bay School welcomes international learners into our school to provide a positive Kiwi learning 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
- 380
- Māori
- 100
- Pacific
- 22
- Asian
- 72
- MELAA
- 33
- Other
- 2
- 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 | 19 | 3 | 13 | 2 | 0 | 67 | 0 | 78 |
| Year 02 | 15 | 2 | 7 | 2 | 0 | 69 | 0 | 80 |
| Year 03 | 21 | 1 | 16 | 4 | 0 | 61 | 0 | 78 |
| Year 04 | 19 | 7 | 17 | 6 | 0 | 67 | 0 | 88 |
| Year 05 | 14 | 0 | 16 | 4 | 0 | 77 | 0 | 94 |
| Year 06 | 15 | 6 | 7 | 4 | 0 | 76 | 0 | 90 |
| Year 07 | 1 | 1 | 2 | 0 | 0 | 6 | 0 | 8 |
| Total | 104 | 20 | 78 | 22 | 0 | 423 | 0 | 516 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 15 | 2 | 11 | 2 | 0 | 48 | 0 | 59 |
| Age 06 | 17 | 2 | 7 | 1 | 0 | 73 | 0 | 82 |
| Age 07 | 19 | 2 | 15 | 3 | 0 | 61 | 0 | 77 |
| Age 08 | 20 | 6 | 16 | 8 | 0 | 70 | 0 | 90 |
| Age 09 | 16 | 1 | 16 | 3 | 0 | 74 | 0 | 94 |
| Age 10 | 14 | 6 | 10 | 4 | 0 | 80 | 0 | 92 |
| Age 11 | 3 | 1 | 3 | 1 | 0 | 17 | 0 | 22 |
| Total | 104 | 20 | 78 | 22 | 0 | 423 | 0 | 516 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
33.4%
| Stanmore Bay School | 33.4% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 59.7% |
| Māori | 109.7% |
| Pacific | 90.6% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 35.4% |
| Total | 33.4% |
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%
| Stanmore 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%
| Stanmore 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)
- 426
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 25 January 1979
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 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (13 December 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 13 December 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 24 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for 520 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 487 — 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 2016
635
Counted while ERO’s review team was at the school. Education Review Office, report of 22 March 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 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
Stanmore Bay School is located on the Whangaparāoa Peninsula north of Auckland. The school provides education for 520 learners in Years 1 to 6; of which 81% are Pākehā/ New Zealand European, 19% Māori and 5% each of Asian and Pacific Heritage. The school values are Whakaute | Respect , Tūhono | Connect and Ako | Learn .
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
Improvement and progress
This section is about the progress the school has made since the December 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school have evaluated how the culturally responsive curriculum can further improve teaching, learning and assessment practices to enable learners to be active participants in their learning.
The school expected to develop school conditions that include a learning environment where students have ownership of their learning, access to different learning pathways to connect and succeed, and achieve equitable and excellent outcomes for all.
Findings
Continued staff professional development, a robust professional growth cycle and the implementation of a relational observation tool have strengthened culturally responsive practices and supported consistent and effective teaching and learning approaches.
The school has begun to implement practices that enable students to determine their next learning steps. A next step is for leaders and teachers to embed these practices so that students confidently drive their own learning.
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? 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 is improving its collection and use 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 64% 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.
The large majority of learners attend school regularly.
The school is approaching the target of 80% regular attendance.
The school is developing a suitable plan 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 to some extent 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 and/or pānui, tuhituhi and pāngarau 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
Learners demonstrate a strong sense of identity and pride in their school and highly value the relationships they have with each other and with teachers.
Senior leaders, staff and the School Board have high expectations for all learners to be successful.
Structured approaches to the teaching of literacy and mathematics are well embedded throughout the school.
Learners benefit from a well-resourced and diverse curriculum that provides extensive opportunities for academic, cultural and artistic endeavours. A variety of learning experiences enable learners to explore and excel in areas of interest and strength.
Teaching and support staff promote an inclusive learning environment that supports physical and emotional wellbeing, ensuring all learners are valued, respected and can thrive. Learners needing additional support are identified and provided with effective assistance.
Curriculum initiatives are strengthened by integrating te reo Māori, tikanga Māori, and te ao Māori in meaningful and relevant ways. Teachers embrace culturally responsive practices and celebrate learners’ cultural heritage.
The Board and leadership prioritise staff professional development, offering targeted and responsive opportunities that support both teacher growth and learner needs.
Key priorities
Embed a schoolwide framework for systematic evaluation for improvement to enhance teaching and learning.
Implement consistent schoolwide systems and approaches that support learners to take increased ownership of their learning, enhancing progress and achievement.
Improve regular attendance for all learners.
Actions to bring about improvement
Within six months:
the school Board and leaders develop an attendance action plan to improve student attendance
leaders use strategic approaches to gather feedback from the school community to inform school planning and evaluation for improvement
leaders and teachers design and implement systems and approaches that support learners to actively participate in the learning process and provide opportunities to extend their learning
Every six months:
leaders and teachers monitor and review attendance initiatives, identifying next steps
Annually:
leaders and the Board respond to learner engagement, progress and achievement information to ensure continued improvement in learner outcomes, informing ongoing strategic planning and resourcing
leaders and teachers evaluate how well teaching approaches support students to take increased ownership of their learning and positively impact progress and achievement
leaders review and report to the Board on student attendance information to inform further actions.
Expected outcomes
Increased and sustained progress and achievement for all learners.
Learners actively participating in the learning process and holding high expectations for their own learning.
More learners attending school regularly.
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 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:
ensure that the staff appointments process includes records of identity checks and a risk assessment [s104 Education and Training Act 2020].
The board has since addressed the area of non-compliance identified.
Provision for International Students
This section of the reports is about the provision of education for international students.
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.
No international students were enrolled at the time of the ERO review.
The next public report on ERO’s website will be a School Evaluation 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
24 October 2025
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).