Tāmaki School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 177
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 11a Alamein Road, Panmure, Auckland
- Territorial authority
- Maungakiekie-Tāmaki Local Board Area
- Phone
- 09-5276345
- office@tamakiprimary.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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 16
- Māori
- 98
- Pacific
- 118
- Asian
- 4
- MELAA
- 0
- 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 | 8 | 9 | 0 | 0 | 0 | 1 | 0 | 15 |
| Year 02 | 14 | 15 | 0 | 0 | 0 | 1 | 0 | 22 |
| Year 03 | 14 | 17 | 3 | 0 | 0 | 1 | 0 | 27 |
| Year 04 | 11 | 18 | 1 | 0 | 0 | 0 | 0 | 23 |
| Year 05 | 9 | 17 | 1 | 0 | 0 | 0 | 0 | 25 |
| Year 06 | 5 | 13 | 1 | 0 | 0 | 0 | 0 | 17 |
| Year 07 | 9 | 17 | 0 | 0 | 0 | 0 | 0 | 23 |
| Year 08 | 4 | 11 | 0 | 0 | 0 | 0 | 0 | 13 |
| Total | 74 | 117 | 6 | 0 | 0 | 3 | 0 | 165 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 9 | 0 | 0 | 0 | 1 | 0 | 14 |
| Age 06 | 15 | 15 | 0 | 0 | 0 | 1 | 0 | 23 |
| Age 07 | 14 | 17 | 3 | 0 | 0 | 1 | 0 | 27 |
| Age 08 | 11 | 18 | 1 | 0 | 0 | 0 | 0 | 23 |
| Age 09 | 9 | 17 | 1 | 0 | 0 | 0 | 0 | 25 |
| Age 10 | 5 | 13 | 1 | 0 | 0 | 0 | 0 | 17 |
| Age 11 | 9 | 15 | 0 | 0 | 0 | 0 | 0 | 21 |
| Age 12 | 4 | 13 | 0 | 0 | 0 | 0 | 0 | 15 |
| Total | 74 | 117 | 6 | 0 | 0 | 3 | 0 | 165 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Tāmaki School | 0% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 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%
| Tāmaki 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%
| Tāmaki 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)
- 522
- 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 1951
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
- 5 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (5 November 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 5 November 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 177 — 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.
December 2018
222
Counted while ERO’s review team was at the school. Education Review Office, report of 27 February 2019
May 2016
240
Counted while ERO’s review team was at the school. Education Review Office, report of 30 June 2016
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 5 November 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
Tāmaki School in Panmure, Auckland provides education for students in Years 1 to 8. Special features of the school include Te Puna Wairua, a te reo Māori, tikanga, and a Māori world view at the heart of learning, and Talamuka-a-Tonga using bilingual education in Tongan. The school also hosts a Sommerville School satellite class. Since the previous ERO review a new principal was appointed in August 2024.
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
The school is working towards equitable and excellent outcomes for all students.
The majority of students achieve at or above expected curriculum levels in reading, a small majority achieve at or above expected levels in mathematics and almost half of the students are at the expected level in writing.
School achievement information for students who are not yet at expected levels in reading, writing and mathematics indicates many are making accelerated progress in these areas.
Students experience a welcoming, positive, and inclusive school environment that acknowledges home languages and cultures and contributes to a sense of wellbeing and belonging.
The school is not yet meeting Ministry of Education 2024 attendance targets, with data for Terms 1 and 2, 2024 showing that less than half of learners attended regularly.
Conditions to support learner success
School leadership is beginning to strengthen the conditions necessary for effective teaching and learning.
A culture of professional learning and growth is promoted by leaders to increase success for students in reading, writing and mathematics.
Leadership set appropriate goals and targets to lift and accelerate students' progress in reading, writing and mathematics.
Leaders identify the need for ongoing professional learning and leadership development to better support teachers to consistently deliver well-paced lesson student learning time well and strengthen effective teaching practice.
Leaders and teachers are working to improve and use consistent schoolwide teaching and learning practices to raise student outcomes.
Teachers collaboratively plan learning programmes that support student progress and achievement; the next step is to ensure lessons are well paced for student engagement.
Positive relationships between teachers and students create inclusive, calm, and orderly classroom environments. Learning programmes, for the many learners who have English as an additional language, emphasise successfully building vocabulary in reading, writing and mathematics.
The new leadership team are taking steps to strengthen the conditions to bring increased success for all students .
Respectful partnerships and communication between whānau, teachers and leaders provide a supportive environment for students.
Strengthened connections with mana whenua Ngāti Paoa supports the ongoing development of the school’s local curriculum.
Staff know students and whānau well and many staff speak additional languages; these relationships support students and parents to be comfortable engaging with staff to seek support when required.
Teachers and parents communicate regularly, parents value teachers making contact to share students' successes in class.
Learner success and wellbeing
Tamariki are beginning to confidently reflect te reo and mātauranga Māori.
The majority of tamariki are achieving education success in literacy and numeracy.
Opportunities are provided for tamariki to be proud champions of te reo and mātauranga Māori.
Conditions to support learner success
An inclusive and caring culture, focused on wellbeing contributes to strengthening tamariki identity.
Consistent routines and clear expectations contribute to calm focused classrooms.
Relational trust with parents and whānau enables the sharing of aspirations and challenges.
Priorities for Improvement
Explicitly design and implement a local curriculum that continues to advance the development of conversational reo skills.
Use effective assessment practices and critically reflect on tamariki data to inform next steps.
governance and leadership to grow relational trust with Te Puna Wairua and support the development of strong Māori medium transitional pathways.
Part B: Where to next?
The agreed next steps for the school are to:
continue to implement and evaluate how well current school strategies are lifting overall student attendance
continue to build consistency of teaching practice to lift the achievement of all students in writing and mathematics
ensure effective and consistent teaching and learning practices that are well paced to maximise student learning time and improve student outcomes in reading, writing and mathematics
provide leadership development opportunities for team leaders to further support teachers to strengthen effective teaching practices
governance and leadership to grow relational trust with Te Puna Wairua and support the development of strong Māori medium transitional pathways.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
identify opportunities for board members to engage in Māori medium professional development.
Every six months:
leaders and teachers will closely monitor the effectiveness of initiatives to improve the attendance of students who do not attend regularly
continue to monitor and analyse student achievement and wellbeing information to ensure levels of accelerated progress in writing and mathematics are improving
board members engage in Māori medium professional development.
Annually:
the board will continue to use achievement data and information about the impacts of staff professional learning on student outcomes, to inform on-going and future professional learning decisions
leaders will review how well strategies build consistent teaching practice and impact on student achievement
review the needs and requirements of learners in Māori medium in consultation with T e Puna Wairua staff and whānau.
Actions taken against these next steps are expected to result in:
improved attendance, especially for those learners who do not attend regularly at present
improved overall levels of accelerated progress and achievement for all learners in writing and mathematics
greater consistency of effective practice across the school to drive improvements in the teaching of writing and mathematics
board members and leadership have an increased understanding of Māori medium learner needs and an authentic partnership with Te Puna Wairua staff.
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
5 November 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 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).