Te Papapa School
Contributing · State
- Year levels
- 1–6
- Total roll
- 310
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 219 Mt Smart Road, Onehunga, Auckland
- Territorial authority
- Maungakiekie-Tāmaki Local Board Area
- Phone
- 09-6345252
- admin@tepapapa.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.
- Uniform
- Required
School uniform Year 0 - 6 (We ask that your child wear) Either a sky blue or maroon polo shirt for year 0 – 6. Anything black at the bottom, A sunhat for when learning and playing outside of the classroom.
- Required
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
- Football Competitions across classes
Sports Football Competitions across classes
- Ukulele Weekly Practices
Ukulele Weekly Practices, learning waiata across the Pacific and Western pieces.
- TPS Kapa haka
TPS Kapa haka for 'Pūkana'
- Football Competitions across classes
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 42
- Māori
- 88
- Pacific
- 223
- Asian
- 31
- MELAA
- 9
- 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 | 7 | 31 | 4 | 2 | 0 | 5 | 0 | 39 |
| Year 02 | 16 | 42 | 4 | 1 | 0 | 9 | 0 | 55 |
| Year 03 | 15 | 42 | 4 | 0 | 0 | 4 | 0 | 51 |
| Year 04 | 18 | 27 | 5 | 0 | 1 | 3 | 0 | 41 |
| Year 05 | 6 | 27 | 5 | 0 | 1 | 7 | 0 | 39 |
| Year 06 | 12 | 30 | 4 | 1 | 0 | 6 | 0 | 38 |
| Year 07 | 11 | 29 | 4 | 0 | 0 | 4 | 0 | 36 |
| Year 08 | 5 | 19 | 5 | 0 | 0 | 2 | 0 | 26 |
| Total | 90 | 247 | 35 | 4 | 2 | 40 | 0 | 325 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 29 | 4 | 2 | 0 | 5 | 0 | 37 |
| Age 06 | 15 | 41 | 4 | 1 | 0 | 9 | 0 | 54 |
| Age 07 | 14 | 38 | 3 | 0 | 0 | 4 | 0 | 47 |
| Age 08 | 20 | 33 | 6 | 0 | 1 | 5 | 0 | 48 |
| Age 09 | 6 | 28 | 5 | 0 | 1 | 4 | 0 | 38 |
| Age 10 | 13 | 32 | 4 | 1 | 0 | 6 | 0 | 41 |
| Age 11 | 8 | 23 | 2 | 0 | 0 | 4 | 0 | 28 |
| Age 12 | 7 | 20 | 6 | 0 | 0 | 3 | 0 | 28 |
| Age 13 | 0 | 3 | 1 | 0 | 0 | 0 | 0 | 4 |
| Total | 90 | 247 | 35 | 4 | 2 | 40 | 0 | 325 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
12.5%
| Te Papapa School | 12.5% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 25.9% |
| Māori | 39.8% |
| Pacific | 8.6% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 58.1% |
| Total | 12.5% |
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 Papapa 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 Papapa 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)
- 510
- Boarding
- No
- Language of instruction
- Some students taught in a Pacific language
- Urban / rural
- Major urban area
- Date opened
- 8 April 1913
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
- 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 310 — 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 2019
306
Counted while ERO’s review team was at the school. Education Review Office, report of 23 April 2020
November 2014
260
Counted while ERO’s review team was at the school. Education Review Office, report of 19 December 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 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
Te Papapa School is in Onehunga , Auckland. The school provides education for learners in Years 1 to 6 and provides language enrichment classes in Māori , Tongan and Samoan for learners up to Year 8. The school’s vision is based on the Māori phrase of Kia Māia (We can) .
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 progress and achieve at expected curriculum levels in reading, writing and mathematics.
Since 2022, achievement information shows significant improvement for Māori learners in reading and mathematics; continuing to raise achievement for students at risk of underachieving remains a priority for the school.
Students have a strong sense of belonging and experience a supportive learning environment that acknowledges their cultures, languages and identities.
Less than half of students attend school regularly; the school is working towards achieving the Ministry of Education’s target for regular attendance.
Conditions to support learner success
Strategic leadership sets and pursues clear goals that are improvement focused and support high expectations for staff and students
A well-established and collaborative leadership team fosters a strong culture of evidence-based teaching and learning among staff that supports continual improvement.
Leaders have high expectations for staff and students and communicate in clear and supportive ways that ensure a positive school experience for all.
Leaders use a good range of coaching and mentoring strategies that enable staff to provide meaningful learning experiences for students.
Teachers use evidence-based teaching and learning strategies well to support the many different needs of learners.
Teachers identify and monitor students with additional learning needs in an organised and comprehensive way that ensures learning is purposeful and targeted, particularly for students at risk of not achieving.
Teachers plan and implement relevant curriculum programmes that enable learners to see themselves, their identities and cultures, promoting engagement in learning.
Staff confidently integrate te reo Māori and mātauranga Māori through all aspects of the local curriculum, providing learners with a broad range of learning opportunities.
Key conditions that support successful education are strengthening.
Learners experience inclusive learning environments that increasingly reflect the values and aspirations of the wider school community and ensure a positive school experience.
Leaders form strong partnerships with external agencies that build on and enhance the professional growth of teachers and enable high-quality teaching and learning.
Middle leaders work systematically and collaboratively with teachers to evaluate learning programmes and initiatives to inform planning and decision making.
Part B: Where to next?
The agreed next steps for the school are to:
continue to review initiatives to improve the regular attendance of all students
strengthen learning partnerships with whānau to improve learner progress and achievement, particularly for students at risk of underachieving
continue to integrate te reo Māori and mātauranga Māori to ensure that the community is reflected in the local curriculum.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
review current attendance initiatives and update the school’s Attendance and Engagement Plan.
Every six months:
monitor and review initiatives designed to improve students’ attendance
collect, analyse and review information about how well learning partnerships, including with whānau , support student engagement and improve outcomes for learners.
Annually:
review and report to the board and community on student attendance, progress and achievement to inform future decision making and actions
evaluate the impact of learning partnerships with parents on student outcomes to identify next steps
evaluate the progress of integrating te reo Māori and mātauranga Māori in teaching and learning.
Actions taken against these next steps are expected to result in:
improved regular attendance for all learners
increasingly equitable and excellent achievement outcomes
learners and teachers confident in their understanding and use of te reo Māori and mātauranga Māori .
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 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).