Te Uru Karaka Newton Central School
Contributing · State
- Year levels
- 1–6
- Total roll
- 308
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Monmouth Street, Grey Lynn, Auckland
- Territorial authority
- Waitematā Local Board Area
- Phone
- 09-3786883
- kiaora@newton.school.nz
- Website
- http://www.newton.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.
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/1392
You must then complete the [Out of Zone Acceptance Enrolment Form](https://enrolments.linc-ed.com/apply/NZ/1392)
- https://enrolments.linc-ed.com/apply/NZ/1392
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 201
- Māori
- 113
- Pacific
- 59
- Asian
- 65
- MELAA
- 18
- Other
- 4
- 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 | 17 | 12 | 10 | 3 | 0 | 38 | 0 | 49 |
| Year 02 | 21 | 5 | 10 | 4 | 1 | 32 | 0 | 48 |
| Year 03 | 19 | 14 | 12 | 4 | 1 | 37 | 0 | 60 |
| Year 04 | 27 | 14 | 6 | 5 | 1 | 37 | 0 | 55 |
| Year 05 | 14 | 9 | 16 | 5 | 0 | 26 | 0 | 51 |
| Year 06 | 18 | 10 | 12 | 3 | 1 | 30 | 0 | 52 |
| Year 07 | 3 | 1 | 1 | 1 | 0 | 8 | 0 | 11 |
| Total | 119 | 65 | 67 | 25 | 4 | 208 | 0 | 326 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 16 | 12 | 9 | 3 | 0 | 35 | 0 | 46 |
| Age 06 | 21 | 5 | 10 | 3 | 1 | 32 | 0 | 47 |
| Age 07 | 19 | 13 | 13 | 4 | 1 | 38 | 0 | 62 |
| Age 08 | 25 | 14 | 6 | 6 | 1 | 37 | 0 | 54 |
| Age 09 | 17 | 9 | 16 | 5 | 0 | 26 | 0 | 51 |
| Age 10 | 17 | 11 | 12 | 3 | 1 | 30 | 0 | 52 |
| Age 11 | 4 | 1 | 1 | 1 | 0 | 10 | 0 | 14 |
| Total | 119 | 65 | 67 | 25 | 4 | 208 | 0 | 326 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Newton Central 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%
| Newton Central 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%
| Newton Central 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)
- 391
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Major urban area
- Date opened
- 14 October 1923
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
- 26 February 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (26 February 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 26 February 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 308 — 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
315
Counted while ERO’s review team was at the school. Education Review Office, report of 25 January 2019
May 2014
270
Counted while ERO’s review team was at the school. Education Review Office, report of 24 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 26 February 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 six months of the Education Review Office and Newton Central 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
Newton Central School is an urban school situated in central Auckland. The school provides two learning pathways:
Te Aka Pūkaea , Māori medium with immersion learning in Te Uru Karaka and bilingual learning in Whānau Awahou
Te Puāwaitanga , English medium Auraki , with learning in the New Zealand curriculum.
The school has a long-standing co-governance structure, reflecting the partnership model of Te Tiriti o Waitangi . A new principal was appointed at the beginning of 2023. The school has recently completed a revisioning process resulting in a new vision and strategic plan.
Newton Central School ’s strategic priorities for improving outcomes for learners are:
Ensure all tamariki have access to a holistic learning approach with explicit teaching of reading, writing and maths.
Co-construct a localised curriculum with Mana Whenua that captures the different language pathways, diverse culture and Te Tiriti -based practice at Te Uru Karaka Newton Central School.
Grow kaimahi capacity to lead learning that strengthens partnerships with tamariki , kaimahi and whānau .
To enhance the functionality and appearance of our school’s physical environment, so that we feel welcome, connected, proud and inspired to learn.
You can find a copy of the school’s strategic and annual plan on Newton Central School ’s website.
ERO and the school are working together to evaluate how effectively the core curriculum areas are meeting the needs of ākonga .
The rationale for selecting this evaluation is to ensure that:
the development and implementation of consistent and transparent long-term curriculum planning that guides all kaiako and learning programmes
kaiako develop specific and relevant teaching and learning outcomes to meet the needs of all ākonga .
The school expects to see:
all ākonga who are achieving and making progress with their learning
cohesive curriculum progressions that are defined and provide kaiako and ākonga with clear teaching and learning pathways through the school.
Strengths
The school can draw from the following strengths to support its goal to evaluate how effectively the core curriculum areas are meeting the needs of all ākonga :
Te Tiriti based practices that support co-governance, inclusion and promotes language, culture and identity
Whanaungatanga – acknowledging and celebrating each person’s individuality
Ākong a, kaimahi and whānau who have a strong sense of belonging.
Rumaki /Bilingual Outcomes and Condition to Support Learners
Learner outcomes
The school’s learning information for Te Aka Pukaea shows the majority of ākonga are achieving educational success in literacy and numeracy.
The analysis of assessment information informs differentiated teaching and learning programmes that support ākonga learning outcomes.
Equitable outcomes for tamariki in Te Aka Pukaea are being achieved through equally strong representation at senior management and governance levels.
Conditions to support learners
Effective assessment practices and systems are in place to collect and analyse achievement and inform next steps for teaching and learning.
Robust and collaborative planning leads to quality teaching and learning programmes in literacy and numeracy.
Equitable outcomes for Māori ākonga are a priority and realised through the provision of a safe, te ao Māori focused learning environment.
Priorities for improvement
Implementing a new strategic plan for Te Aka Pukaea that reflects the communities' aspirations to ensure ākonga experience quality education and cultural success.
Developing succinct and manageable literacy progressions that align to the values of Te Aka Pukaea so these can be effectively monitored, tracked, and reported on by kaiako and ākonga .
Where to next?
Moving forward, the school will prioritise:
introducing professional development to enable all kaiako to deliver a structured literacy programme across the whole school
strengthening the kaiako professional growth cycle to include cultural competencies
continuing to implement a maintenance programme that provides a safe and healthy learning environment.
Shelley Booysen Director of Schools
26 February 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).