Taupaki School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 238
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Cottle Road, Henderson, Auckland
- Territorial authority
- Rodney Local Board Area
- Phone
- 09-8109855
- office@taupaki.school.nz
- Website
- http://www.taupaki.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 starts
- 8.55am
Classes begin each morning at 8.55am and finish at 3.00pm.
- 8.55am
- School day ends
- 3.00pm
Classes begin each morning at 8.55am and finish at 3.00pm.
- 3.00pm
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
We welcome International Students into our school, for more information and a prospectus please contact Deputy Principal, Evan Barker
- 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
- soccer
We offer a range of sports including soccer, swimming, softball, netball, squash, touch, gymnastics and athletics.
- swimming
We offer a range of sports including soccer, swimming, softball, netball, squash, touch, gymnastics and athletics.
- softball
We offer a range of sports including soccer, swimming, softball, netball, squash, touch, gymnastics and athletics.
- netball
We offer a range of sports including soccer, swimming, softball, netball, squash, touch, gymnastics and athletics.
- squash
We offer a range of sports including soccer, swimming, softball, netball, squash, touch, gymnastics and athletics.
- touch
We offer a range of sports including soccer, swimming, softball, netball, squash, touch, gymnastics and athletics.
- gymnastics
We offer a range of sports including soccer, swimming, softball, netball, squash, touch, gymnastics and athletics.
- athletics
We offer a range of sports including soccer, swimming, softball, netball, squash, touch, gymnastics and athletics.
- Centennial Soccer matches
The Centennial Soccer matches with Huapai School take place in term three
- Cross Country
Each year you will be able to support your child at a number of school wide sporting events such as Athletics, Gymnastics and Cross Country.
- Our School Production 2026 - Moana Jr
- Kaitiakitanga programme
Our garden is cared for by our students as part of our Kaitiakitanga programme.
- growing and caring for native plants
Some of our students partake in the process of growing and caring for native plants and then work together to plant them within our community.
- soccer
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 199
- Māori
- 46
- Pacific
- 12
- Asian
- 31
- MELAA
- 5
- Other
- 1
- International
- 4
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 | 1 | 2 | 0 | 0 | 34 | 0 | 36 |
| Year 02 | 6 | 0 | 3 | 1 | 0 | 35 | 0 | 37 |
| Year 03 | 3 | 1 | 2 | 1 | 0 | 22 | 0 | 27 |
| Year 04 | 4 | 3 | 3 | 0 | 0 | 19 | 0 | 24 |
| Year 05 | 3 | 0 | 2 | 1 | 0 | 20 | 0 | 23 |
| Year 06 | 8 | 1 | 5 | 0 | 0 | 30 | 0 | 34 |
| Year 07 | 5 | 0 | 1 | 1 | 0 | 19 | 0 | 22 |
| Year 08 | 5 | 2 | 6 | 0 | 1 | 23 | 0 | 29 |
| Total | 40 | 8 | 24 | 4 | 1 | 202 | 0 | 232 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 1 | 2 | 0 | 0 | 26 | 0 | 28 |
| Age 06 | 6 | 0 | 3 | 1 | 0 | 42 | 0 | 44 |
| Age 07 | 3 | 1 | 1 | 1 | 0 | 23 | 0 | 27 |
| Age 08 | 4 | 3 | 4 | 0 | 0 | 19 | 0 | 25 |
| Age 09 | 3 | 0 | 2 | 1 | 0 | 19 | 0 | 22 |
| Age 10 | 8 | 1 | 5 | 0 | 0 | 31 | 0 | 35 |
| Age 11 | 5 | 0 | 1 | 1 | 0 | 16 | 0 | 19 |
| Age 12 | 5 | 1 | 5 | 0 | 1 | 24 | 0 | 29 |
| Age 13 | 0 | 1 | 1 | 0 | 0 | 2 | 0 | 3 |
| Total | 40 | 8 | 24 | 4 | 1 | 202 | 0 | 232 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
7.3%
| Taupaki School | 7.3% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 14.3% |
| Māori | 47.8% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 7.3% |
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%
| Taupaki 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%
| Taupaki 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)
- 427
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1899
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
- 7
- Last reviewed
- 19 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (19 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 19 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 238 — 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 2016
272
Counted while ERO’s review team was at the school. Education Review Office, report of 13 July 2016
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 19 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
Taupaki School a semi-rural school located north-west of Auckland, provides education for students in Years 1 to 8. A new principal started at the beginning of 2023. The new 2024 to 2026 strategic plan identifies the school goals and values: being respectful, kind, responsible and brave . Taupaki School is a technology provider for the Year 7 and 8 students from several local schools.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the previous 2023 report, ERO and the school are working together to evaluate educational partnerships with whānau and the school community, and the impact on positive outcomes for all students.
Expected Improvements and Findings
The school expected to see:
Collaboration and consultation with all stakeholders.
A comprehensive and inclusive consultation process was used to develop a new strategic plan. The plan identifies three pou: culture, curriculum and pedagogy, that clearly align to school development and direction.
Whānau engagement and collaboration in school wide events are strengthening.
Systems and processes enable increased opportunities for community engagement, partnership and participation.
Communication with whānau has increased with a new school management system which has the potential to improve whānau interaction with learner progress and achievement.
The school is beginning to establish a partnership with local iwi to strengthen te ao Māori practices and enhance the local curriculum.
Leaders have developed systems that support professional growth, positive school culture and high expectations for all.
Other Findings
During the course of the evaluation, it was found that teachers’ confidence in the school’s direction and development provides incentive to strengthen consistency in teaching and learning.
The greatest shift that occurred in response to the school’s action was leaders’ and the board development of a strategic plan and supporting systems that provide clarity and direction for everyone.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Learning success is increasingly improving for most students.
Most students are achieving at the expected curriculum level in reading; the majority of learners achieve at the expected level in writing and mathematics.
Māori students achieve better than others in mathematics; disparity for Māori in writing and reading is evident.
Staff know students and whānau well; strong relationships support all learners to positively engage with the curriculum.
The majority of students attend regularly; the school is yet to meet Ministry of Education attendance targets.
Conditions to support learner success
School leadership works well collaboratively and strategically to improve outcomes for all learners.
Leaders effectively use research-based evidence to support professional development of teachers in structured approaches to teaching and learning.
Leaders and teachers set targets and through the use of focused interventions meet the needs of learners and accelerate progress.
Teachers actively engage in a professional growth cycle, setting new goals that guide improved practice and assist reflection on the impact on learner outcomes.
Leaders and teachers have designed a school curriculum that is knowledge rich, progressive and engaging for learners.
Teachers collaborate well to tailor and deliver the school curriculum that engages their learners.
Learners’ wellbeing in calm and settled learning environments is promoted through the Manaaki Taupaki values and expectations; these are well understood by all.
Teachers confidently use the school progressions to ensure that knowledge is explicitly taught.
Key conditions that underpin successful schooling are being strengthened.
Effective communication between the board, leaders and teachers supports the effective implementation of the strategic direction of the school.
Leaders are strengthening the processes and systems used to enable data-led discussions, make informed decisions and evaluate the impact of programmes on learner outcomes.
Leaders and teachers are developing a partnership with Te Kawerau ā Maki through the Mana Kura programme to strengthen te ao Māori , tikanga Māori and te reo Māori throughout the school.
Regular school events and feedback opportunities promote a sense of community and positive relationships with whānau .
Part C: Where to next?
The agreed next steps for the school are to:
strengthen school programmes and review assessment practices to accelerate learner progress and achievement; particularly in writing from Years 3 to 8
facilitate further professional development for staff to strengthen their collective knowledge and capability to ensure teacher practice is informed by how best students learn
further embed Manaaki Taupaki into the culture of the school to create best conditions for all learners
work with whānau and the school community to improve regular attendance for all learners.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
leaders will inquire into assessment practices to ensure validity of Year 3 to 8 writing achievement data
leaders will moderate assessment data with teachers to ensure a consistent approach to grading
leaders will refine assessment practices for 2025.
Every six months:
leaders and teachers engage with, and analyse mid-year data points for student progress and achievement
leaders will report to the school board and community about student progress, achievement including interventions, and attendance rates
leaders and staff analyse student wellbeing data and report to the school board.
Annually:
leaders use data from the professional growth cycle to determine teacher needs for professional development
leaders and the school board review and evaluate progress against the strategic plan goals and develop an annual plan
leaders work with local iwi and review and evaluate the impact of the Mana Kura programme.
Actions taken against these next steps are expected to result in:
most students attend school regularly and have a sense of purpose and engage in their learning
improved learner achievement outcomes in reading, writing and mathematics
teachers consistently and confidently use Science of Learning practices in their 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
19 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 7 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).