Tauranga Primary School
Contributing · State
- Year levels
- 1–6
- Total roll
- 458
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 31 Fifth Avenue, Tauranga
- Territorial authority
- Tauranga City
- Phone
- 07-5786222
- office@tauranga.school.nz
- Directions
- Get directions
Other schools nearby: schools in Tauranga · schools in Bay of Plenty
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.
- How to enrol
- https://etap.co.nz/OnlineEnrolment/EnrolmentForm/?access=1991:1
To complete an online enrolment form please [Click Here](https://etap.co.nz/OnlineEnrolment/EnrolmentForm/?access=1991:1)
- https://etap.co.nz/OnlineEnrolment/EnrolmentForm/?access=1991:1
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
Tauranga Primary School welcomes International students as part of our school community.
- 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
- KAPA HAKA
Learning KAPA HAKA
- KAPA HAKA
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 241
- Māori
- 58
- Pacific
- 12
- Asian
- 135
- MELAA
- 26
- Other
- 0
- International
- 11
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 | 14 | 0 | 25 | 2 | 1 | 34 | 0 | 71 |
| Year 02 | 6 | 2 | 19 | 3 | 1 | 37 | 2 | 64 |
| Year 03 | 10 | 4 | 17 | 5 | 0 | 45 | 0 | 76 |
| Year 04 | 7 | 2 | 13 | 4 | 0 | 40 | 1 | 62 |
| Year 05 | 16 | 1 | 25 | 3 | 0 | 44 | 5 | 85 |
| Year 06 | 9 | 1 | 15 | 2 | 1 | 33 | 2 | 63 |
| Year 07 | 3 | 1 | 8 | 1 | 0 | 6 | 3 | 22 |
| Total | 65 | 11 | 122 | 20 | 3 | 239 | 13 | 443 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 12 | 0 | 20 | 2 | 0 | 27 | 0 | 57 |
| Age 06 | 7 | 2 | 20 | 2 | 1 | 40 | 2 | 68 |
| Age 07 | 10 | 3 | 18 | 6 | 1 | 44 | 0 | 76 |
| Age 08 | 8 | 3 | 14 | 4 | 0 | 43 | 1 | 68 |
| Age 09 | 15 | 1 | 27 | 3 | 0 | 44 | 5 | 86 |
| Age 10 | 10 | 1 | 15 | 2 | 1 | 33 | 2 | 64 |
| Age 11 | 3 | 1 | 8 | 1 | 0 | 7 | 3 | 23 |
| Age 12 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 65 | 11 | 122 | 20 | 3 | 239 | 13 | 443 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
11.6%
| Tauranga Primary School | 11.6% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 21% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 20.6% |
| Total | 11.6% |
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%
| Tauranga Primary School | 0% |
|---|---|
| Bay of Plenty Region | 3.8% |
| 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%
| Tauranga Primary School | 0% |
|---|---|
| Bay of Plenty 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)
- 423
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1904
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
- 16 October 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (16 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 16 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 458 — 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
437
Counted while ERO’s review team was at the school. Education Review Office, report of 10 September 2019
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 16 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
Tauranga Primary School is a large, urban school in Tauranga and provides education for students in Years 1 to 6. The school’s vision is Akongia Tātou ngā haere ki wāhi kē |Together, we are learning to go places. The school has three kaupapa of ako (learning and teaching), whakawhanaungatanga (relationships) and hauora (wellbeing) that guide school improvement .
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
Most students are engaged, make good progress and achieve very well.
Most students progress and achieve at or above expected curriculum levels in reading and mathematics, and a large majority in writing.
The majority of Māori learners achieve at or above the expected curriculum levels in reading, writing and mathematics; addressing disparity for Māori learners remains a priority for leaders and teachers.
Students have a strong sense of wellbeing and pride in their school that results in high engagement and positive relationships.
The large majority of learners attend school regularly; the school meets the Ministry of Education’s 2024 target for regular attendance.
Conditions to support learner success
S trategic and effective leadership drives ongoing improvement to school conditions, promoting student success.
Leaders nurture and sustain a culture of professional growth and quality teaching among staff, that prioritises continuous improvement of outcomes for learners.
Leadership uses a range of appropriate evidence, including student achievement information and community feedback, to plan and implement relevant strategic goals.
Team leaders consistently support teachers with curriculum implementation; this enhances teaching effectiveness.
Staff collaborate well and use agreed teaching strategies to support the needs of learners.
Teachers use a wide variety of teaching practices that respond to students’ strengths and learning needs.
Teachers and teacher aides work collaboratively to ensure all students progress and achieve to the best of their ability.
A range of appropriate and high-quality assessment information is used by teachers to plan for, evaluate and report on the progress and achievement of each learner.
Key conditions that support student success are well embedded.
The board, leaders and teachers regularly evaluate meaningful evidence about learner progress and achievement to inform improvement priorities.
Parents and whānau are respected and valued partners in their child’s learning, including through regular consultation and meetings with teachers.
Staff value the diverse cultural backgrounds of learners and are strengthening how this diversity is included in teaching and learning.
Learners who have English as a second language are increasingly well supported to make progress in their learning.
Part B: Where to next?
The agreed next steps for the school are to:
continue to raise the achievement of Māori students in reading, writing and mathematics
continue to strengthen approaches to teaching and learning for learners with English as a second language, promoting their identities, languages and cultures
sustain and improve regular attendance for all students.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
provide staff with professional learning opportunities that enhance their understanding and use of highly effective teaching practices for learners who have English as a second language
staff collaboratively evaluate the impact of teaching and learning programmes on learner progress and achievement, with a lens on Māori students and learners with English as a second language, to identify next steps and respond
continue to monitor rates of student attendance to know the impact of initiatives and inform further school actions.
Annually:
review and report to the board on student attendance, progress and achievement, with a focus on Māori students and learners who have English as a second language, to inform future planning.
Actions taken against these next steps are expected to result in:
improved progress and achievement of Māori learners and learners with English as a second language
increased integration in teaching and learning environments and programmes of all learners’ identities, languages and cultures
sustained regular student attendance.
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
16 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 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).