The Gardens School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 528
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 101 Charles Prevost Drive, The Gardens, Manukau
- Territorial authority
- Manurewa Local Board Area
- Phone
- 09-2690041
- reception@thegardens.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
We take pride in our uniform and expect all students to wear our uniform correctly, at all times.
- Required
- Where to buy the uniform
- https://www.argyleonline.co.nz/shop/auckland/the-gardens-school
Orders are placed online via our uniform supplier [Argyle Online](https://www.argyleonline.co.nz/shop/auckland/the-gardens-school).
- https://www.argyleonline.co.nz/shop/auckland/the-gardens-school
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
- ‘Fitness Club’ Sessions
We have optional weekly ‘Fitness Club’ Sessions for all students
- Cross Country
Cross Country is an annual school event for all students from Year 0 - Year 8
- Athletics Day
Athletics Day is also an annual Event held off-site
- Rippa-Rugby
These include (but are not limited to), Rippa-Rugby, Netball, Basketball, Volleyball, Ki-O-Rahi, Cricket, Swimming, Cross-Country, Athletics and Badminton.
- Netball
These include (but are not limited to), Rippa-Rugby, Netball, Basketball, Volleyball, Ki-O-Rahi, Cricket, Swimming, Cross-Country, Athletics and Badminton.
- Basketball
These include (but are not limited to), Rippa-Rugby, Netball, Basketball, Volleyball, Ki-O-Rahi, Cricket, Swimming, Cross-Country, Athletics and Badminton.
- Volleyball
These include (but are not limited to), Rippa-Rugby, Netball, Basketball, Volleyball, Ki-O-Rahi, Cricket, Swimming, Cross-Country, Athletics and Badminton.
- Ki-O-Rahi
These include (but are not limited to), Rippa-Rugby, Netball, Basketball, Volleyball, Ki-O-Rahi, Cricket, Swimming, Cross-Country, Athletics and Badminton.
- Cricket
These include (but are not limited to), Rippa-Rugby, Netball, Basketball, Volleyball, Ki-O-Rahi, Cricket, Swimming, Cross-Country, Athletics and Badminton.
- Swimming
These include (but are not limited to), Rippa-Rugby, Netball, Basketball, Volleyball, Ki-O-Rahi, Cricket, Swimming, Cross-Country, Athletics and Badminton.
- Badminton
These include (but are not limited to), Rippa-Rugby, Netball, Basketball, Volleyball, Ki-O-Rahi, Cricket, Swimming, Cross-Country, Athletics and Badminton.
- ‘Fitness Club’ Sessions
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 131
- Māori
- 56
- Pacific
- 111
- Asian
- 314
- MELAA
- 23
- Other
- 6
- 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 | 1 | 5 | 37 | 0 | 0 | 12 | 0 | 50 |
| Year 02 | 10 | 12 | 51 | 3 | 1 | 15 | 0 | 74 |
| Year 03 | 4 | 8 | 46 | 5 | 0 | 13 | 0 | 63 |
| Year 04 | 13 | 13 | 42 | 1 | 1 | 19 | 0 | 68 |
| Year 05 | 9 | 17 | 44 | 8 | 0 | 20 | 0 | 80 |
| Year 06 | 5 | 10 | 39 | 1 | 1 | 16 | 0 | 59 |
| Year 07 | 10 | 20 | 51 | 2 | 2 | 26 | 0 | 88 |
| Year 08 | 12 | 16 | 39 | 5 | 0 | 16 | 0 | 67 |
| Total | 64 | 101 | 349 | 25 | 5 | 137 | 0 | 549 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 4 | 35 | 0 | 0 | 11 | 0 | 46 |
| Age 06 | 10 | 12 | 48 | 3 | 1 | 15 | 0 | 72 |
| Age 07 | 4 | 7 | 46 | 4 | 0 | 13 | 0 | 61 |
| Age 08 | 14 | 14 | 42 | 2 | 1 | 20 | 0 | 71 |
| Age 09 | 7 | 14 | 45 | 4 | 0 | 15 | 0 | 71 |
| Age 10 | 7 | 14 | 40 | 5 | 1 | 20 | 0 | 69 |
| Age 11 | 7 | 13 | 40 | 2 | 2 | 21 | 0 | 69 |
| Age 12 | 12 | 20 | 42 | 3 | 0 | 19 | 0 | 74 |
| Age 13 | 3 | 3 | 11 | 2 | 0 | 3 | 0 | 16 |
| Total | 64 | 101 | 349 | 25 | 5 | 137 | 0 | 549 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
4.9%
| The Gardens School | 4.9% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 4.9% |
|---|---|
| Male | 4.9% |
| Māori | 16.6% |
| Pacific | 0% |
| Asian | 0% |
| Other | 36.8% |
| European/Pākehā | 8.4% |
| Total | 4.9% |
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%
| The Gardens School | 0% |
|---|---|
| Auckland Region | 3% |
| Full Primary | 3.9% |
| 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%
| The Gardens School | 0% |
|---|---|
| Auckland Region | 1.4% |
| Full Primary | 1.7% |
| 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)
- 400
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 29 January 2002
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
- 6 August 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (6 August 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 6 August 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 528 — 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.
August 2019
588
Counted while ERO’s review team was at the school. Education Review Office, report of 24 January 2020
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 6 August 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
The Gardens School is situated in Manurewa , Auckland and provides education for learners in Years 1 to 8. The school environment is designed to accommodate integration of the values programme with 21 st century knowledge, skills and competencies, and prepare students for the next phase of their learning journey. The school has a satellite unit from Rosehill School and is a member of the Alfriston Kāhui Ako .
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.
The large majority of learners achieve at or above expected curriculum levels in reading, writing and mathematics, with some inequity for Māori and Pacific learners.
Targeted learners that receive additional support make accelerated progress with the majority reaching expected curriculum levels by Year 8.
Students are purposefully engaged at school and the Ministry of Education target for regular attendance has been met due to the use of effective strategies and approaches.
Conditions to support learner success
School leadership effectively builds high quality systems and processes for teaching and learning in an innovative learning environment.
Leaders and teachers align their vision and strategic direction with a curriculum that is broad, future focused and relevant to learners.
School leaders provide positive guidance and support to facilitate ongoing innovation, improvement and development of teacher capabilities for improved outcomes for learners.
Leaders set targets and use evidence-based interventions to accelerate progress that meets the individual strengths and needs of learners.
Teachers collaborate well and consistently use agreed teaching strategies to support the diverse needs of learners.
Students have opportunities to learn in different ways targeted to individual learners, with a consistent focus on supporting learners to gain sound foundation, literacy and mathematics skills.
Teachers create collaborative learning environments that foster inclusive participation and positive, mutually respectful teacher-learner relationships.
Learners access a localised curriculum that fosters 21 st century knowledge, skills and key competencies.
Key conditions that underpin successful schooling are embedded and well-aligned.
Learners are confident in their identities and show a strong sense of belonging and pride in their school.
Effective communication between the board, leaders and teachers supports collaboration and contributes to professional agency across all levels of the school.
The school gives effect to Te Tiriti o Waitangi through partnerships with Māori and mana whenua , providing learners with opportunities for active participation in te reo Māori and tikanga Māori .
Leaders and teachers use a variety of strategies to connect with parents and whānau , creating shared understandings and enabling active support for their child’s learning.
Part B: Where to next?
The agreed next steps for the school are to:
use a range of purposeful teaching strategies to accelerate progress and raise student achievement, particularly for Māori and Pacific learners
continue to mentor and develop teachers new to the school in the context of the innovative learning environment
continue to build processes to collect whānau and community input to guide strategic direction and curriculum development, and strengthen te ao Māori
review and refine strategic planning to ensure clarity and coherence.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
teachers and leaders will continue to implement interventions for learners who are not yet at expected achievement levels
leaders will support professional capability through observations, use of data, and feedback
leaders and teachers will continue to review the provision of te ao Māori to ensure there is ongoing improvement.
Annually:
leaders and teachers will review and evaluate progress of use of te ao Māori and te reo Māori and identify next steps using Poutama Reo
leaders will analyse and incorporate whānau and community voice and incorporate this into annual planning.
Actions taken against these next steps are expected to result in:
improved student achievement outcomes for Māori , Pacific and other identified groups of learners
consistent and cohesive teaching practices that reflect best practice for the innovative learning environment
increased use of te reo Māori and te ao Māori concepts across the school
coherent strategic planning that is reflective of the wishes of the school community.
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
6 August 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 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).