Sutton Park School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 533
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 89 Vine Street, Mangere East, Auckland
- Territorial authority
- Māngere-Ōtāhuhu Local Board Area
- Phone
- 09-2764560 Ext 203
- tlemanu@suttonpark.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
Boys and girls have their own type of top to wear. Boys must purchase the Sutton Park School shorts and girls are to wear the skirt only.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 33
- Māori
- 48
- Pacific
- 492
- Asian
- 39
- MELAA
- 1
- 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 | 6 | 64 | 2 | 0 | 1 | 5 | 0 | 67 |
| Year 02 | 6 | 67 | 5 | 0 | 0 | 7 | 0 | 72 |
| Year 03 | 10 | 57 | 4 | 0 | 0 | 2 | 0 | 59 |
| Year 04 | 11 | 65 | 6 | 0 | 0 | 4 | 0 | 71 |
| Year 05 | 6 | 66 | 2 | 0 | 0 | 6 | 0 | 69 |
| Year 06 | 6 | 58 | 3 | 0 | 1 | 3 | 0 | 63 |
| Year 07 | 7 | 71 | 3 | 1 | 0 | 5 | 0 | 77 |
| Year 08 | 6 | 58 | 2 | 1 | 0 | 6 | 0 | 60 |
| Total | 58 | 506 | 27 | 2 | 2 | 38 | 0 | 538 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 55 | 2 | 0 | 1 | 5 | 0 | 58 |
| Age 06 | 8 | 73 | 5 | 0 | 0 | 6 | 0 | 77 |
| Age 07 | 11 | 57 | 4 | 0 | 0 | 3 | 0 | 60 |
| Age 08 | 11 | 68 | 6 | 0 | 0 | 4 | 0 | 74 |
| Age 09 | 6 | 65 | 2 | 0 | 0 | 6 | 0 | 68 |
| Age 10 | 6 | 57 | 3 | 0 | 1 | 3 | 0 | 62 |
| Age 11 | 6 | 62 | 2 | 0 | 0 | 5 | 0 | 67 |
| Age 12 | 7 | 61 | 3 | 1 | 0 | 6 | 0 | 64 |
| Age 13 | 0 | 8 | 0 | 1 | 0 | 0 | 0 | 8 |
| Total | 58 | 506 | 27 | 2 | 2 | 38 | 0 | 538 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
14.3%
| Sutton Park School | 14.3% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 16.2% |
|---|---|
| Male | 12.1% |
| Māori | 89.2% |
| Pacific | 15.2% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 14.3% |
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%
| Sutton Park School | 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%
| Sutton Park School | 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)
- 494
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori or a Pacific language
- Urban / rural
- Major urban area
- Date opened
- 25 January 1965
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
- 6 March 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (6 March 2025)
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 same report — the board assurance report of 6 March 2025 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO has identified the following areas of non-compliance during the board assurance process:
ensure a clear police vet of non-teaching and unregistered employees is received before appointment to staff. [Sec 9 (2a) Education and Training Act 2020]
The board has since taken steps to address the areas of non-compliance identified.
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 533 — 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 2018
528
Counted while ERO’s review team was at the school. Education Review Office, report of 26 June 2018
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 6 March 2025 — “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
Sutton Park School is located in Māngere , south Auckland and provides education for students in Years 1 to 8. Since the previous ERO review a new principal and deputy principal have been appointed. Sutton Park School’s vision is to ‘ Cast the net wide, set it deep to nourish learners for life’ , its values are perseverance, respect, identity, diversity and excellence.
The school has established bilingual education provision with Whaia te Mātauranga, a Reo Rumaki Whanau , Masina Va’aia, a Samoan Bilingual Unit, and Sia Ua , a Tongan Bilingual Unit.
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
Many students make good progress, equity in achievement is improving between groups of learners.
A large majority of students, including Pacific students in the bilingual units, are meeting curriculum expectations in reading, writing and mathematics.
Less than half of Māori students are achieving at curriculum expectations in reading, writing and mathematics.
Learners with additional needs are supported to achieve and most make expected progress in their learning.
A small majority of students attend school regularly; attendance is an ongoing focus and the school is progressing towards meeting the Ministry of Education targets.
Conditions to support learner success
Leadership is strengthening practices that promote a positive school culture for effective learning.
Leaders increasingly foster a school culture that promotes quality teaching and equitable and excellent outcomes for all learners.
School leaders build educationally focused relationships with education providers and community groups to provide opportunities for students’ learning and success.
Leadership is strengthening relational trust, cultural connections and effective collaboration in the school community to achieve the school’s strategic vision.
Teachers are increasingly developing a responsive curriculum that promotes meaningful learning for students.
The curriculum increasingly reflects relevant contexts that build on learners’ experiences, knowledge and understanding and challenges their thinking.
Teachers are strengthening their use of effective teaching strategies that engage students with purposeful, responsive and relevant learning.
Learners with additional needs are identified and provided with relevant and increasingly effective support to progress their learning.
Key conditions that underpin successful schooling are embedding and aligned to promote strategic improvement.
Leaders and teachers place a high value on the diverse cultural backgrounds of their learners as indicated by the school’s programmes, initiatives and practices that promote engagement.
Parents and whānau are respected and valued partners in their contribution to their child’s learning.
The board represents, serves and works with the school community including mana whenua to develop the school’s vision, values, strategic direction, improvement priorities and goals related to students’ learning and wellbeing.
Teachers demonstrate a growing commitment to te Tiriti o Waitangi by understanding and valuing the unique status of tangata whenua in school kawa and the curriculum.
Rumaki /Bilingual Outcomes and Condition to Support Learner Success
Tamariki success and wellbeing
Tamariki achievement is supported by tracking and monitoring progression towards schoolwide targets.
Tamariki are developing confidence to engage in learning opportunities.
Tamariki are developing strong tuakana, teina relationships.
Conditions to support tamariki success
Consistent assessment practices and achievement information support tamariki progress.
Te Marautanga o Aotearoa guides the learning that takes place in Whāia te Mātauranga.
Routines and classroom management contribute to a calm learning environment for all tamariki.
Part B: Where to next?
The agreed next steps for the school are to:
build on teachers’ capability in the use of effective teaching strategies in reading and writing to improve students’ achievement outcomes, access to the curriculum and confidence as learners.
implement national standardised bilingual assessment processes in gagana Samoa and Lea Faka-Tonga to sustain and improve students’ fluency and expression in their respective heritage languages
continue to enhance a te ao Māori focus in the curriculum to further develop students’ bicultural understanding
identify strategic priorities for the growth and development of Whāia te Mātauranga.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
document shared approaches to guide the implementation of effective teaching of reading and writing to support consistency of capability and delivery
separate achievement data for all Māori students in reading, writing and mathematics to inform decision making for a key priority group
develop an action plan for improvement to strengthen the capacity and capability within Whāia Te Mātauranga.
Every six months:
implement the use of effective teaching strategies in reading and writing for all students
reflect on and review the implementation of effective teaching practices
continue to monitor and improve students’ regular attendance levels
incorporate the action plan for Whāia Te Mātauranga into the schools strategic and annual implementation plan.
Annually:
embed effective reading and writing teaching strategies schoolwide to improve learning outcomes for all students
use students’ achievement data for all students and groups of students, to monitor and further improve the quality of teaching and planning for a responsive curriculum
use indicators of effective practice to evaluate the impact of initiatives to progress the school’s strategic goals
review and evaluate the progress of Whāia Te Mātauranga and the impact on tamariki progress and wellbeing.
Actions taken against these next steps are expected to result in:
sustained high levels of student learning outcomes particularly in reading and writing and improved levels of regular attendance
improved teacher capability and consistency in the effective teaching of reading and writing
increased levels in students’ capacity in Samoan and Tongan languages for those students in respective Pacific bilingual education
improved learning outcomes for tamariki through the growth and development of Whāia Te Mātauranga.
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
6 March 2025
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 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).