Summerland Primary
Contributing · State
- Year levels
- 1–6
- Total roll
- 619
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 62 Summerland Drive, Henderson, Auckland
- Territorial authority
- Henderson-Massey Local Board Area
- Phone
- 09-8367460
- office@summerland.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 ends
- 3pm
School finishes at 3pm.
- 3pm
- Office hours
- 8am to 3.30pm during term time
The school office is open from 8am to 3.30pm during term time.
- 8am to 3.30pm during term time
- Uniform
- Required
Our school has a compulsory uniform.
- Required
- Where to buy the uniform
- https://www.schooluniform.co.nz/collections/summerland-primary-school
Click [here](https://www.schooluniform.co.nz/collections/summerland-primary-school) to view The School Uniform Company’s website.
- https://www.schooluniform.co.nz/collections/summerland-primary-school
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/6937
If you are living within our school zone you can complete an online enrolment [here](https://enrolments.linc-ed.com/apply/NZ/6937).
- https://enrolments.linc-ed.com/apply/NZ/6937
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
- At Summerland, we believe every child has the potential for greatness. We aim to create a positive, supportive learning environment where children are encouraged to try, make mistakes, and grow.
- International students
- Accepted, as stated
Summerland Primary School welcomes international students for periods from 4 weeks to a year, or longer.
- 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
- Basketball
Basketball Summerland enters basketball teams into the Massey YMCA competition.
- Netball
Netball All Games are played at Te Pai Courts
- Soccer
The sports on offer are Netball, Hockey, Soccer, Kiwi Sport and Rugby Union.
- Kiwi Sport
The sports on offer are Netball, Hockey, Soccer, Kiwi Sport and Rugby Union.
- Rugby Union
The sports on offer are Netball, Hockey, Soccer, Kiwi Sport and Rugby Union.
- Athletics
Athletics We hold our annual school athletics day at Trust Stadium in term 4.
- Hockey
Hockey Summerland enter teams into the competition run by Waitakere Hockey
- Touch Rugby (Term 1)
- Swimming (Term 1)
- Cross Country (Term 2)
- Football
- Basketball
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 176
- Māori
- 82
- Pacific
- 117
- Asian
- 346
- MELAA
- 34
- Other
- 31
- 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 | 10 | 15 | 53 | 6 | 7 | 31 | 0 | 92 |
| Year 02 | 12 | 14 | 43 | 7 | 4 | 25 | 0 | 84 |
| Year 03 | 14 | 16 | 67 | 4 | 6 | 32 | 0 | 119 |
| Year 04 | 13 | 15 | 65 | 5 | 6 | 25 | 1 | 105 |
| Year 05 | 17 | 19 | 48 | 4 | 7 | 32 | 0 | 103 |
| Year 06 | 17 | 18 | 50 | 9 | 3 | 30 | 0 | 103 |
| Year 07 | 1 | 2 | 4 | 0 | 1 | 4 | 0 | 10 |
| Year 08 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 |
| Total | 84 | 99 | 330 | 35 | 34 | 179 | 2 | 617 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 10 | 15 | 51 | 7 | 7 | 30 | 0 | 90 |
| Age 06 | 12 | 14 | 44 | 5 | 4 | 25 | 0 | 84 |
| Age 07 | 15 | 15 | 66 | 4 | 6 | 33 | 0 | 116 |
| Age 08 | 12 | 16 | 65 | 5 | 6 | 24 | 1 | 108 |
| Age 09 | 16 | 17 | 48 | 5 | 5 | 31 | 0 | 99 |
| Age 10 | 18 | 20 | 52 | 9 | 5 | 31 | 0 | 108 |
| Age 11 | 1 | 2 | 4 | 0 | 1 | 5 | 0 | 11 |
| Age 12 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 |
| Total | 84 | 99 | 330 | 35 | 34 | 179 | 2 | 617 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
26.7%
| Summerland Primary | 26.7% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 55.9% |
| Māori | 31.9% |
| Pacific | 0% |
| Asian | 25.5% |
| Other | 0% |
| European/Pākehā | 32.8% |
| Total | 26.7% |
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%
| Summerland Primary | 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%
| Summerland Primary | 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)
- 394
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 29 January 2002
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 619 — 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 2019
671
Counted while ERO’s review team was at the school. Education Review Office, report of 27 September 2019
March 2014
596
Counted while ERO’s review team was at the school. Education Review Office, report of 28 April 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 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
Summerland Primary , a large, culturally diverse school in West Auckland, provides education for students in Years 1 to 6. The school is a kaitiaki of the local environment, and has connections to Te Kawerau ā Maki , mana whenua . The school values include respect ( whakaute ), and working as a team ( whakakotahitanga ), with a ’one size fits one’ approach to improving learner outcomes.
There are two parts to this report.
Part A: 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 B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for learners are becoming increasingly equitable.
The majority of learners achieve at expected curriculum levels in reading, writing and mathematics; the school has yet to have equitable outcomes for Māori and Pacific learners.
Learners experience a positive and inclusive learning environment where physical and emotional safety is well promoted and contributes to their sense of belonging.
School attendance information shows the school is meeting the Ministry of Education’s national target for regular attendance.
Conditions to support learner success
Leadership effectively fosters and sustains a culture committed to high quality teaching and meeting the needs of each learner.
Leaders create a learning culture for improvement that features high levels of collaboration and relational trust among staff to support learner success.
Leaders foster a culture of inquiry where staff question, discuss and adapt their teaching practice to improve learner outcomes.
Leadership ensures effective planning, coordination, and evaluation of teaching and learning to meet students’ learning needs.
Strategic resourcing effectively supports curriculum implementation and teaching and learning.
Learners needing additional support have appropriate supportive programmes throughout the school in reading, writing and mathematics to achieve success.
Teachers consistently provide explicit instruction in learning strategies that enable learners to think for themselves and to make decisions about their learning.
Positive and mutually respectful teacher-learner relationships, supported by learning assistants, are integral to highly engaging classroom learning environments.
Key conditions are embedded to support successful schooling.
Leaders and teachers use a range of effective strategies to reduce barriers to education and support access to learning for all learners, including those with additional needs.
Leaders, teachers, and the board understand the role of whānau , hapū and iwi in supporting students to value, acquire and use te reo Māori ; this continues to be a priority for the school.
The board actively seeks parent and whānau engagement by being visible and accessible to the community; they have a good understanding of their roles and responsibilities.
Well established analysis of school achievement information and reflection on school progress by leaders and teachers support reporting to the board and ongoing improvement.
Part B: Where to next?
The agreed next steps for the school are to:
use research, investigate and implement effective teaching and learning strategies that will accelerate learning outcomes for Māori and Pacific learners
increase community engagement in the school that promotes learning partnerships and maintains a focus on improving attendance
use Poutama Reo as a framework for self-review in te reo and te ao Māori
continue to use research and the school’s responsive coaching model, to embed high quality teaching and learning to enhance outcomes for learners.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
explore research and implement teaching and learning strategies that improve learning outcomes for Māori and Pacific learners
schedule regular community engagement activities that promote learning partnerships and continues to prioritise attendance
investigate Poutama Reo as a framework for self-review in te reo and te ao Māori ; determine a plan for implementation
continue to use research and embed the school’s responsive coaching model.
Annually:
evaluate the impact of teaching and learning strategies on outcomes for Māori and Pacific learners and determine next steps and report to the board on this progress
evaluate the impact of community engagement activities, attendance initiatives and learning partnerships between school and whānau to support student success
evaluate the school’s progress against the Poutama Reo framework, and review and reestablish the profile of relationship-based teaching
further develop in-school coaches to support and sustain the school’s effective teaching model to ensure consistency of teaching practice.
Actions taken against these next steps are expected to result in:
improved achievement outcomes for Māori and Pacific learners
increased community engagement focused on learning partnerships and promoting attendance
the successful implementation of a school framework designed from a te ao Māori perspective
an embedded responsive coaching model for quality teaching, underpinned by the latest research into effective teaching.
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).