Te Kura o Pātiki Rosebank School
Contributing · State
- Year levels
- 1–6
- Total roll
- 564
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 217 Rosebank Road, Avondale, Auckland
- Territorial authority
- Whau Local Board Area
- Phone
- 09-8286319
- office@rosebank.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
- 103
- Māori
- 129
- Pacific
- 302
- Asian
- 139
- MELAA
- 49
- Other
- 1
- 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 | 16 | 43 | 15 | 7 | 0 | 14 | 0 | 73 |
| Year 02 | 20 | 48 | 19 | 5 | 0 | 16 | 0 | 90 |
| Year 03 | 19 | 54 | 29 | 6 | 0 | 14 | 0 | 100 |
| Year 04 | 20 | 46 | 26 | 8 | 0 | 11 | 0 | 89 |
| Year 05 | 21 | 43 | 29 | 8 | 0 | 12 | 0 | 91 |
| Year 06 | 29 | 46 | 28 | 5 | 0 | 12 | 0 | 90 |
| Year 07 | 1 | 5 | 1 | 0 | 0 | 1 | 0 | 6 |
| Total | 126 | 285 | 147 | 39 | 0 | 80 | 0 | 539 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 15 | 40 | 14 | 7 | 0 | 14 | 0 | 69 |
| Age 06 | 20 | 48 | 19 | 4 | 0 | 15 | 0 | 87 |
| Age 07 | 18 | 55 | 28 | 7 | 0 | 14 | 0 | 100 |
| Age 08 | 20 | 45 | 28 | 8 | 0 | 12 | 0 | 92 |
| Age 09 | 22 | 44 | 28 | 8 | 0 | 12 | 0 | 91 |
| Age 10 | 30 | 48 | 28 | 5 | 0 | 12 | 0 | 93 |
| Age 11 | 1 | 5 | 2 | 0 | 0 | 1 | 0 | 7 |
| Total | 126 | 285 | 147 | 39 | 0 | 80 | 0 | 539 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Te Kura o Pātiki Rosebank School | 0% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 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%
| Te Kura o Pātiki Rosebank School | 0% |
|---|---|
| Auckland Region | 3% |
| 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 Kura o Pātiki Rosebank School | 0% |
|---|---|
| Auckland 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)
- 476
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori or a Pacific language
- Urban / rural
- Major urban area
- Date opened
- 16 November 1858
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
- 28 March 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (28 March 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 28 March 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 564 — 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.
November 2018
493
Counted while ERO’s review team was at the school. Education Review Office, report of 14 February 2019
September 2015
468
Counted while ERO’s review team was at the school. Education Review Office, report of 12 November 2015
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 28 March 2024 — “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 4 months of the Education Review Office and Te Kura o Pātiki Rosebank 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
Te Kura o Pātiki Rosebank School is in Avondale and is a multicultural school catering for Year 0 to Year 6 learners. The school includes three Māori bilingual classes and three Samoan bilingual classes. The school hosts two Oaklynn Special School classes.
Te Kura o Pātiki Rosebank School ’s strategic priorities for improving outcomes for learners are:
tikanga Māori underpins all we do
developing high-calibre staff to promote success
ākonga are set up for success
You can find a copy of the school’s strategic and annual plan on Te Kura o Pātiki Rosebank School ’s website.
ERO and the school are working together to evaluate the impact of school wide systems including assessment processes, use of data, reporting and analysis to improve positive outcomes for all learners.
The rationale for selecting this evaluation is:
a robust review of all areas of assessment, data collection, reporting and analysis, in order to more effectively utilise achievement information
the school has a series of initiatives already scheduled to develop high-calibre staff who are focused on improving learner progress and achievement
developing high-calibre staff, including Kaiawhina (teacher aides), who will be supported to become better able to work with learners with specific needs.
The school expects to see further evidence of:
improved progress and achievement outcomes for ākonga due to leaders and teachers having a clear line of sight on achievement
robust and reliable assessment, data collection and analysis practices, in each area of the school that inform teaching and learning
sophisticated data analysis while reporting continues to be in plain language
increased student engagement and learner success through the development of high-calibre staff.
Strengths
The school can draw from the following strengths to support its goal to develop school wide systems that reduce barriers to success for all Rosebank learners:
a positive school culture where a strong sense of identity, culture and language is fostered for learners
a diverse mix of beginning and experienced teachers who are culturally responsive, share resources and expertise with each other
staff who are connected to wider educational networks and forums that enable them to draw on evidence-based teaching and learning strategies from the sector
school wide leadership that is well-established and utilises collaborative systems and internal monitoring to ensure a focus on continuous improvement.
Where to next?
Moving forward, the school will prioritise:
a thorough needs analysis of current school systems relating to assessment, data collection, analysis, and reporting that will inform teaching and learning
continued networking with other school leaders focusing on the opportunities to develop staff expertise.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director of Schools
28 March 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).