Te Akau ki Papamoa Primary School
Contributing · State
- Year levels
- 1–6
- Total roll
- 492
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 29 Doncaster Drive, Papamoa, Tauranga
- Territorial authority
- Tauranga City
- Phone
- 07-5422447
- info@teakaukipapamoa.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.
- Uniform
Not stated on the school’s website.
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/6940#steps
If you are in zone, you can fill out an online enrolment [here](https://enrolments.linc-ed.com/apply/NZ/6940#steps)
- https://enrolments.linc-ed.com/apply/NZ/6940#steps
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.
- In their words
- We are strong in our identities, languages, cultures and values, so we can learn and positively contribute to our community, Aotearoa, and beyond.
- International students
- Accepted, as stated
As a signatory to the Education (Pastoral Care of International Students) Code of Practice 2022, Te Ākau ki Pāpāmoa School accepts fee-paying International Students for short and long-term stays in the most stunning coastal environment in Pāpāmoa, New Zealand.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 298
- Māori
- 188
- Pacific
- 48
- Asian
- 92
- MELAA
- 20
- Other
- 1
- International
- 12
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 | 24 | 4 | 12 | 2 | 0 | 31 | 1 | 59 |
| Year 02 | 27 | 8 | 9 | 3 | 0 | 41 | 1 | 73 |
| Year 03 | 28 | 12 | 16 | 1 | 0 | 37 | 3 | 76 |
| Year 04 | 22 | 8 | 13 | 3 | 0 | 50 | 2 | 90 |
| Year 05 | 27 | 6 | 18 | 9 | 1 | 43 | 5 | 99 |
| Year 06 | 41 | 7 | 15 | 1 | 0 | 45 | 3 | 103 |
| Year 07 | 9 | 1 | 1 | 2 | 0 | 8 | 2 | 22 |
| Total | 178 | 46 | 84 | 21 | 1 | 255 | 17 | 522 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 25 | 4 | 13 | 2 | 0 | 32 | 1 | 61 |
| Age 06 | 26 | 8 | 8 | 3 | 0 | 40 | 1 | 71 |
| Age 07 | 28 | 12 | 16 | 2 | 0 | 37 | 3 | 77 |
| Age 08 | 23 | 8 | 13 | 2 | 0 | 50 | 2 | 90 |
| Age 09 | 24 | 5 | 17 | 9 | 1 | 43 | 5 | 95 |
| Age 10 | 41 | 8 | 16 | 1 | 0 | 43 | 4 | 103 |
| Age 11 | 11 | 1 | 1 | 2 | 0 | 10 | 1 | 25 |
| Total | 178 | 46 | 84 | 21 | 1 | 255 | 17 | 522 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
81.9%
| Te Akau ki Papamoa Primary School | 81.9% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 154.3% |
| Māori | 130.9% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 76.1% |
| Total | 81.9% |
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%
| Te Akau ki Papamoa 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%
| Te Akau ki Papamoa 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)
- 448
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 3 October 1999
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
- 27 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 27 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for learners in Years 1 to 6
- Years 1 to 6
- Bilingual or immersion provision
- Three reo rua akomanga
The school has three reo rua akomanga that provide Māori bilingual education
- Three reo rua akomanga
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 492 — 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
653
Counted while ERO’s review team was at the school. Education Review Office, report of 1 November 2019
March 2014
505
Counted while ERO’s review team was at the school. Education Review Office, report of 4 June 2014
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 27 May 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School 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.
About the School
Te Akau ki Papamoa Primary School provides education for learners in Years 1 to 6. The roll is approximately 600, with 32 percent of learners of Māori descent. The board appointed a new principal during 2024. The school’s vision of We are strong in our identities, languages and cultures so we can learn and positively contribute to our communities, Aotearoa and beyond is underpinned by the four attributes of Resilience , Innovation , Collaboration and Empathy.
The school has three reo rua akomanga that provide Māori bilingual education.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from excellent quality teaching practice that improves progress and achievement in reading, writing and mathematics.
How well does the school curriculum respond to all learners needs? Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals.
How well does school planning and conditions support ongoing improvement? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.
How well does the school include all learners and promote their engagement and wellbeing? The school successfully promotes learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.
Student Health and Safety The school board is taking reasonable steps to ensure student health and safety.
Achievement in Years 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
The school is behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school has good quality planning to increase the rate of progress for all groups of students.
The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has significantly extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
Part B: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Staff build positive, inclusive and respectful relationships with learners, reflecting the school’s philosophy of Know me before you teach me.
Learners express a strong sense of pride and belonging to their school; leaders and teachers have developed robust systems that ensure staff are aware of and responsive to learners’ wellbeing needs.
Senior leaders set clear expectations and drive continuous improvement through cohesive leadership and strategic planning.
Staff use a range of innovative approaches, including digital technologies and a self-regulation framework, that empower students to be actively involved in their learning and decision making, enhancing learner outcomes.
Learners experience meaningful opportunities to engage with learning across the curriculum; leaders and staff have worked with local iwi to create a place-based curriculum that reflects and values all learners' cultures, identities and languages.
Senior leaders build and sustain a collaborative and reflective culture among staff at all levels of the school; teachers work together effectively to inquire into their practice and support each other’s growth through regular observations and feedback cycles.
Structured literacy approaches are being embedded schoolwide; tailored professional learning is supporting teachers to understand and implement the new mathematics curriculum.
Leaders continue to revise and strengthen attendance plans and initiatives to have a positive impact on learners’ regular attendance; Term 4 2024 attendance information shows that regular attendance is approaching the Government’s target.
Key priorities and actions for improvement
The agreed next steps for the school are to:
further embed the new literacy and mathematics requirements, building on teacher knowledge and skills for ongoing improvement of learner outcomes
strengthen the consistency of schoolwide assessment practices and analysis of achievement information to increase learner progress and achievement in reading, writing and mathematics
monitor and review initiatives to improve the regular attendance of all learners.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
senior and middle leaders review and refine approaches for analysing a range of achievement information to ensure consistency of overall teacher judgements
Every six months:
leaders and teachers engage in professional learning that further builds their knowledge and skills in effectively delivering the new literacy and mathematics requirements
leaders and teachers collaboratively analyse a range of achievement information using agreed benchmarks and processes to plan next steps
review current attendance strategies and initiatives to identify further actions
Annually:
review and evaluate teacher feedback and student achievement information to plan next steps in embedding curriculum changes
analyse and report to the board on student attendance, progress and achievement information to inform future strategic decision making.
Actions taken against these next steps are expected to result in:
high quality teaching and learning practices in literacy and mathematics embedded schoolwide
cohesive and consistent schoolwide assessment practices that enhance achievement outcomes for all learners
improved regular student attendance.
Background
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self review of its implementation of the Code.
At the time of this review there were 17 international students attending the school.
International students participate fully in all areas of school life and make good progress during their time at Te Akau ki Papamoa School. They experience positive and inclusive relationships with their peers and teachers. The school has thorough processes for annual self review that provide reliable information about the provision for international students. School governance and leadership are well informed about international students’ wellbeing, engagement and learning.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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 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 Director of Schools (Acting)
27 May 2025
Education Counts
This 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).