Verran Primary School
Contributing · State
- Year levels
- 1–6
- Total roll
- 214
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 136 Verran Road, Birkenhead, Auckland
- Territorial authority
- Kaipātiki Local Board Area
- Phone
- 09-4837052
- office@verranprimary.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.
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.
- International students
- Accepted, as stated
We offer opportunities for International Students aged 5 to 11 to study on a short-term, or long-term, basis up to their full six years of primary education.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 155
- Māori
- 24
- Pacific
- 17
- Asian
- 57
- MELAA
- 17
- Other
- 1
- International
- 1
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 | 4 | 3 | 8 | 4 | 0 | 23 | 0 | 36 |
| Year 02 | 5 | 4 | 11 | 6 | 0 | 27 | 0 | 40 |
| Year 03 | 6 | 2 | 6 | 1 | 0 | 20 | 0 | 28 |
| Year 04 | 5 | 3 | 12 | 5 | 0 | 28 | 0 | 42 |
| Year 05 | 4 | 1 | 7 | 3 | 0 | 23 | 0 | 29 |
| Year 06 | 2 | 1 | 8 | 1 | 0 | 17 | 0 | 26 |
| Year 07 | 1 | 1 | 3 | 1 | 0 | 9 | 0 | 13 |
| Total | 27 | 15 | 55 | 21 | 0 | 147 | 0 | 214 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 3 | 6 | 3 | 0 | 19 | 0 | 29 |
| Age 06 | 5 | 4 | 13 | 7 | 0 | 31 | 0 | 47 |
| Age 07 | 5 | 2 | 6 | 2 | 0 | 19 | 0 | 27 |
| Age 08 | 6 | 3 | 11 | 4 | 0 | 31 | 0 | 44 |
| Age 09 | 3 | 1 | 6 | 3 | 0 | 19 | 0 | 25 |
| Age 10 | 3 | 2 | 11 | 2 | 0 | 19 | 0 | 31 |
| Age 11 | 1 | 0 | 2 | 0 | 0 | 9 | 0 | 11 |
| Total | 27 | 15 | 55 | 21 | 0 | 147 | 0 | 214 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
11.9%
| Verran Primary School | 11.9% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 23.6% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 16.9% |
| Total | 11.9% |
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%
| Verran Primary 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%
| Verran Primary 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)
- 401
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1964
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
- 5
- Last reviewed
- 4 September 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (4 September 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 4 September 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 214 — 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.
March 2019
256
Counted while ERO’s review team was at the school. Education Review Office, report of 14 June 2019
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 4 September 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
Verran Primary School in Birkenhead, Auckland provides education for learners in Years 1 to 6. Students come from an increasingly culturally diverse local area.
In November 2022, a Limited Statutory Manager was appointed to support the school board with financial management. This was revoked in December 2023. A new principal was appointed in Term 3, 2023.
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 achieves increasingly equitable and excellent outcomes for most learners.
Most students, including Māori and Pacific learners, achieve at or above the expected curriculum level in reading and mathematics, while a majority achieve at or above the expected level in writing.
School practices are inclusive of all students, they engage, access the curriculum, and achieve success.
Attendance rates meet the Ministry of Education 2024 target as most students attend regularly and engage in meaningful learning.
Conditions to support learner success
Collaborative leadership focuses on continuous improvement through the school’s strategic priorities, plans, and targets.
Leadership sets and pursues improvement goals and targets for learners at most risk of not achieving and closely monitors outcomes for key groups of students to track their progress.
Staff regularly engage in professional learning aligned to the school’s strategic goals, improving teaching and learning and outcomes for all learners.
Leaders continue to support teachers to develop their capability and confidence in mātauranga Māori and te reo Māori to improve better learning opportunities for all students.
Leaders and teachers adapt the school curriculum to better reflect learners’ experiences, improve student engagement and meet individual needs.
Teachers know their learners well and help them, through a variety of teaching approaches and techniques, that meet their individual learning needs.
Individual student needs are met through well-planned teaching programmes in an engaging learning environment that promotes their success.
Teachers use assessment processes effectively to adapt their teaching practice and identify, monitor and report on learner progress and achievement.
School-wide systems and structures are being strengthened to support effective teaching and learning.
Learner success and wellbeing underpins all school whānau interactions and promote positive learning partnerships.
The board actively monitors finances to ensure that school managers direct resources to improve learner outcomes.
Staff develop their evaluation capacity through inquiry and knowledge building practices that promote equitable and excellent outcomes for all learners.
Part B: Where to next?
The agreed next steps for the school are to:
continue providing professional learning and guidance for teachers to deliver structured literacy approaches to improve outcomes for learners
continue to build teachers’ capability, responsiveness and confidence in mātauranga Māori and te reo Māori
strengthen the school’s localised curriculum so that all learners have a sense of belonging and connection to the area and know that their cultural identities are valued.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
continue with staff professional learning in structured literacy approaches across the school
leaders will read and discuss the Poutama Reo ERO resource and work with their cultural capabilities facilitator to develop an action plan to use this resource.
Every six months:
assessment information through participation in structured literacy approaches will show student engagement, progress and achievement against their learning goals
school leaders will use the Poutama Reo framework to guide the development of the provision of Māori language schoolwide.
Annually:
leaders will review and evaluate the impact of structured literacy approaches on improved outcomes for all learners
leaders, teachers and the school community will evaluate the content of the school curriculum to see if it meets the needs of all learners
leaders, teachers and students will review their knowledge and skills of te reo Māori and mātauranga Māori using the Poutama Reo framework continuum.
Actions taken against these next steps are expected to result in:
clear and explicit literacy teaching that follows a scope and sequence throughout the school in order to improve equitable and excellent outcomes for all learners
schoolwide consistency in the delivery of an inclusive, culturally responsive local curriculum
te ao Māori being seen, heard and evident in the school environment.
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
4 September 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 5 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).