Takapuna Grammar School
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 2,265
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 210 Lake Road, Takapuna, Auckland
- Territorial authority
- Devonport-Takapuna Local Board Area
- Phone
- 09-4894167
- office@takapuna.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.
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.
- International students
- Accepted, as stated
Hear from international students that have attended Takapuna Grammar, and what they had to say about their experiance in their own words.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 1,561
- Māori
- 183
- Pacific
- 64
- Asian
- 679
- MELAA
- 94
- Other
- 50
- International
- 201
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 09 | 42 | 7 | 99 | 20 | 10 | 326 | 5 | 422 |
| Year 10 | 36 | 11 | 99 | 13 | 6 | 304 | 23 | 424 |
| Year 11 | 35 | 22 | 105 | 10 | 5 | 319 | 49 | 467 |
| Year 12 | 40 | 18 | 82 | 15 | 15 | 329 | 65 | 476 |
| Year 13+ | 27 | 5 | 99 | 11 | 5 | 271 | 32 | 394 |
| Total | 180 | 63 | 484 | 69 | 41 | 1549 | 174 | 2183 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 12 | 0 | 0 | 1 | 0 | 0 | 3 | 0 | 4 |
| Age 13 | 38 | 6 | 77 | 18 | 8 | 263 | 3 | 342 |
| Age 14 | 34 | 10 | 100 | 13 | 5 | 306 | 12 | 409 |
| Age 15 | 33 | 22 | 105 | 12 | 8 | 333 | 38 | 472 |
| Age 16 | 41 | 17 | 81 | 14 | 14 | 318 | 58 | 454 |
| Age 17 | 30 | 7 | 99 | 8 | 4 | 281 | 53 | 427 |
| Age 18 | 4 | 0 | 18 | 4 | 1 | 39 | 10 | 66 |
| Age 19+ | 0 | 1 | 3 | 0 | 1 | 6 | 0 | 9 |
| Total | 180 | 63 | 484 | 69 | 41 | 1549 | 174 | 2183 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
95.8%
| Takapuna Grammar School | 95.8% |
|---|---|
| Auckland Region | 90.1% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 95.7% |
|---|---|
| Male | 95.9% |
| Māori | 93.5% |
| Pacific | Too few to report |
| Asian | 96.2% |
| MELAA | 83.3% |
| Other | Too few to report |
| European/Pākehā | 96.8% |
| Total | 95.8% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 1 data (2023-2025)
Percentage with NCEA level 2 or above — 2025
93.2%
| Takapuna Grammar School | 93.2% |
|---|---|
| Auckland Region | 85.3% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 93.5% |
|---|---|
| Male | 92.9% |
| Māori | 93.5% |
| Pacific | Too few to report |
| Asian | 90.5% |
| MELAA | 83.3% |
| Other | Too few to report |
| European/Pākehā | 94.7% |
| Total | 93.2% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 2 data (2023-2025)
Percentage with NCEA level 3 or above — 2025
84.3%
| Takapuna Grammar School | 84.3% |
|---|---|
| Auckland Region | 71.7% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 88.2% |
|---|---|
| Male | 80.6% |
| Māori | 80.6% |
| Pacific | Too few to report |
| Asian | 81.9% |
| MELAA | 83.3% |
| Other | Too few to report |
| European/Pākehā | 85.5% |
| Total | 84.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
20.4%
| Takapuna Grammar School | 20.4% |
|---|---|
| Auckland Region | 14.6% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 25.3% |
|---|---|
| Male | 15.8% |
| Māori | 16.1% |
| Pacific | Too few to report |
| Asian | 11.4% |
| MELAA | 33.3% |
| Other | Too few to report |
| European/Pākehā | 23.3% |
| Total | 20.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison Vocational Pathway data (2023-2025)
Retention
Percentage staying until at least 17th birthday — 2025
94%
| Takapuna Grammar School | 94% |
|---|---|
| Auckland Region | 88.9% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 94.6% |
|---|---|
| Male | 93.4% |
| Māori | 87.1% |
| Pacific | Too few to report |
| Asian | 91.4% |
| MELAA | 91.7% |
| Other | Too few to report |
| European/Pākehā | 95.4% |
| Total | 94% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
4%
| Takapuna Grammar School | 4% |
|---|---|
| Auckland Region | 29.7% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0.7% |
|---|---|
| Male | 7% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 6% |
| Other | 18.6% |
| European/Pākehā | 2.5% |
| Total | 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
0.3%
| Takapuna Grammar School | 0.3% |
|---|---|
| Auckland Region | 3% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0.5% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 1.2% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0.3% |
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%
| Takapuna Grammar School | 0% |
|---|---|
| Auckland Region | 1.4% |
| Secondary (Year 9-15) | 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)
- 393
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1927
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
- 4
- Last reviewed
- 21 July 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (21 July 2023)
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 21 July 2023 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 21 July 2023 — not necessarily the position now. Each line quotes the sentence it came from.
- Also provides
- Special Education Unit
This school has a Special Education Unit
- Special Education Unit
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 2265 — 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.
March 2017
1500
Counted while ERO’s review team was at the school. Education Review Office, report of 25 May 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 21 July 2023 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within seven months of the Education Review Office and Takapuna Grammar School working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
Takapuna Grammar School is a large co-educational secondary school on the North Shore of Auckland which caters for students in Years 9 to 13. It provides a dual qualification pathway, offering students a choice of the National Certificates of Educational Achievement (NCEA) and the International Baccalaureate (IB). The school’s vision is: Teaching that engages, Culture that empowers, Resources that enable, and Achievements that are worthwhile.
Takapuna Grammar School’s strategic priorities for improving outcomes for learners are to:
provide world-class education with a personalised, dynamic curriculum, enabling aspirational outcomes for all
strengthen connections; provide opportunities and support for students’ learning and future options.
You can find a copy of the school’s strategic and annual plan on Takapuna Grammar School’s website.
ERO and the school are working together to evaluate how well relationships and whanaungatanga between staff and students enable them to engage in and strive for excellence in all areas of schooling. The rationale for selecting this evaluation is to:
deepen the school’s culture of aspirational outcomes for all by embracing the NZ
Curriculum and NCEA changes
provide more opportunities that equip students to have open minds and resilience combined with good values and an understanding of who they are, that they utilise for personal and community benefit.
The school expects to see an enhancement of turangawaewae and an increase in active leadership by students and staff to support a wider range of ways to learn and succeed. This will enable more students to develop the values, skills and attributes for success and resilience in life.
Strengths
The school can draw from the following strengths to support its goal to evaluate how well relationships and whanaungatanga between staff and students enable them to engage in and strive for excellence in all areas of schooling:
consistent, high quality educational outcomes across academic and extra-curricular activities
a safe, inclusive environment built on traditions, manaakitanga and ako , enhanced by valuable insights provided through the well-established Special Education Unit and Tū Tangata programme
effective stewardship and leadership that promote accessibility to a wide range of programmes.
Where to next?
Moving forward, the school will prioritise:
continuing to foster whanaungatanga in the school and wider community so students can embrace their heritage, establish their identity and connect with those who can help them
enhancing tracking and evaluation to improve equity for excellent learning outcomes for all learners, including those with diverse learning needs.
Shelley Booysen Director of Schools
21 July 2023
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
This school has a Special Education Unit.
Read the full report on ero.govt.nz →
All 4 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).