Waimauku School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 669
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 2 Muriwai Road, Waimauku
- Territorial authority
- Rodney Local Board Area
- Phone
- 09-4118222
- office@waimauku.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.
- In their words
- We Belong
- Ka whai turangawaewae tātou
- We Grow
- Ka tipu tātou
- We Contribute
- Ka tākoha tātou
OUR VISION We Belong Ka whai turangawaewae tātou We Grow Ka tipu tātou We Contribute Ka tākoha tātou
- Voluntary donation
- $290.00 per child for 2025, reduced to $270 per child if paid before 31 March 2025
School Donations will be $290.00 per child for 2025. If you can pay the donation prior to 31st March 2025 we ask for a reduced amount of $270 per child.
- $290.00 per child for 2025, reduced to $270 per child if paid before 31 March 2025
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
- Swimming
Swimming is an integral part of our school's Physical Education programme.
- annual Cross Country event
Our whole school takes part in an annual Cross Country event.
- Athletics
Athletics takes place during our summer months. We hold our own annual junior and senior school competition and host a Kaipara Schools cluster competition.
- Soccer
Soccer is one of our schools most popular break time activities.
- Friday afternoon Touch competition
During the summer months, many students play in a Friday afternoon Touch competition, played in Helensville.
- ‘Rippa’ competitions
In winter months Years 3-6 play in North Harbour organised ‘Rippa’ competitions, while our Year 7-8 students can play in ‘Quick-Rip’ competitions.
- ‘Quick-Rip’ competitions
In winter months Years 3-6 play in North Harbour organised ‘Rippa’ competitions, while our Year 7-8 students can play in ‘Quick-Rip’ competitions.
- Waimauku Netball Club
Waimauku Netball Club is affiliated to Kaipara Netball Centre and games are played on Friday evenings and Saturday mornings at Rautawhiri Park In Helensville during the Winter months.
- Young Guns Skate School
Some of our keen skaters take part in the Young Guns Skate School which happens once a week at lunchtimes.
- biannual junior shows (all students involved)
Our school recognises the importance of offering involvement in the performing arts with our biannual junior shows (all students involved) and senior shows where students can opt into roles on and off the stage.
- senior shows
Our school recognises the importance of offering involvement in the performing arts with our biannual junior shows (all students involved) and senior shows where students can opt into roles on and off the stage.
- kapa haka rōpu
Our kapa haka rōpu do a great job of representing our kura.
- Swimming
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 606
- Māori
- 114
- Pacific
- 27
- Asian
- 55
- MELAA
- 12
- 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 | 17 | 5 | 3 | 2 | 2 | 85 | 0 | 89 |
| Year 02 | 14 | 5 | 10 | 2 | 1 | 82 | 0 | 87 |
| Year 03 | 21 | 4 | 6 | 1 | 0 | 85 | 0 | 95 |
| Year 04 | 14 | 0 | 8 | 2 | 1 | 78 | 0 | 85 |
| Year 05 | 10 | 3 | 7 | 3 | 1 | 73 | 0 | 82 |
| Year 06 | 12 | 1 | 2 | 1 | 0 | 69 | 0 | 78 |
| Year 07 | 13 | 6 | 6 | 1 | 0 | 80 | 0 | 90 |
| Year 08 | 15 | 1 | 2 | 2 | 0 | 68 | 0 | 78 |
| Total | 116 | 25 | 44 | 14 | 5 | 620 | 0 | 684 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 16 | 5 | 2 | 2 | 2 | 80 | 0 | 83 |
| Age 06 | 11 | 4 | 11 | 2 | 0 | 82 | 0 | 86 |
| Age 07 | 21 | 3 | 6 | 1 | 1 | 82 | 0 | 92 |
| Age 08 | 17 | 1 | 8 | 1 | 1 | 85 | 0 | 92 |
| Age 09 | 11 | 4 | 7 | 3 | 1 | 68 | 0 | 79 |
| Age 10 | 12 | 1 | 2 | 2 | 0 | 76 | 0 | 85 |
| Age 11 | 11 | 4 | 6 | 1 | 0 | 69 | 0 | 76 |
| Age 12 | 11 | 2 | 0 | 1 | 0 | 63 | 0 | 70 |
| Age 13 | 6 | 1 | 2 | 1 | 0 | 15 | 0 | 21 |
| Total | 116 | 25 | 44 | 14 | 5 | 620 | 0 | 684 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Waimauku School | 0% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 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%
| Waimauku 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%
| Waimauku 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)
- 406
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1921
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
- 10 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (10 December 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 10 December 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.
What ERO wrote in its latest report
This is ERO’s report of 10 December 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
Waimauku School is a Year 1 to 8 school located northwest of Auckland City. The school is focused on achieving its vision; we belong, we grow, we contribute , through a revised strategic plan.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the last ERO report, ERO and the school have worked together to evaluate how effective, continuous improvement of the school curriculum promotes inclusion, wellbeing, and equitable and excellent outcomes for all learners .
Expected Improvements and Findings
The school expected to see:
A local curriculum that is enriched with local stories.
Strong connections with local hapū and manawhenua is supporting the school to develop a local curriculum.
Students learn through a curriculum inclusive of te ao Māori ; they participate in environmental programmes, visit local historical sites to learn about the significance of the area.
Increased opportunities within the curriculum that add value, relevance, engagement, and authenticity.
Teachers plan collaboratively to align their classroom programmes with practical learning opportunities from the local area and use practical learning from global contexts.
Teachers who are confident and able to be responsive to the needs of every learner and their developmental stage while empowering them to guide their own learning.
Teachers are focused on using assessment information to better understand where learners are achieving so they can adapt their teaching to support them to reach their full potential.
Effective use of the school online platform to identify and support the wellbeing of Years 7 and 8 learners.
Intermediate learners regularly use the online platform to seek assistance to support their well-being when they need it.
Teachers empowering and supporting students to treat each other with respect.
Social skills teaching programmes support teachers and learners to successfully develop a positive culture based on respect; students who spoke to ERO commented that they can say when they are being treated respectfully and how they are able to treat others with respect.
Other Findings
During the course of the evaluation, it was found that teachers have a collective clarity about effective reading programmes and how to teach these successfully.
The greatest shift that occurred in response to the school’s action is the systematic approach to implementing an anti-bullying programme.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Most learners are engaged, make good progress and achieve well.
Most learners are achieving at or above the expected curriculum level in reading, writing and mathematics.
Māori and Pacific learners progress and achieve at similar rates in reading and mathematics to their peers; leaders and teachers have identified some disparity in writing, they closely monitor their progress and achievement and respond to inequities as a priority for teaching and learning.
Learners with complex learning and engagement needs are closely monitored with a focus on improving learning and wellbeing, allowing teachers to respond to individual needs to support inclusion at school.
The majority of students attend school regularly; school attendance is yet to meet Ministry of Education 2024 attendance targets.
Conditions to support learner success
School leaders collaboratively build high quality systems and processes for teaching and learning.
Leaders and teachers successfully align their vision and strategic direction with the curriculum.
Evidence based interventions align well to the school’s established priorities and meet the different needs of learners.
Well analysed achievement information informs leaders decision-making and next steps to improve learner outcomes.
Staff foster a collaborative learning culture and continually work toward high quality teaching and learning outcomes for all.
Leaders ensure staff professional learning and development aligns well with the school’s strategic priorities and enables positive outcomes for all learners.
Teachers consistently create an inclusive learning environment where respect, support and empathy are prioritised to ensure learners achieve their best outcomes.
Students learn in an environment where they are encouraged to be independent and take risks to make the most of all learning opportunities.
Key conditions, including learner wellbeing, staff collaboration and partnerships, that underpin successful schooling are embedded and well aligned.
The school board, leaders and staff continue to actively strengthen partnerships with whānau and mana whenua to support Māori learners to achieve success.
Parents and whānau are respected and valued partners in their child’s learning.
Regular opportunities for staff to collaborate and share practice promotes consistent delivery of agreed expectations for effective teaching and learning.
Learners use the school inquiry cycle to assist them to engage and achieve success during their learning journey.
Part C: Where to next?
The agreed next steps for the school are to:
monitor and continue to improve attendance rates
implement a structured mathematics programme and structured literacy approach to engage all learners to achieve at expected curriculum level, particularly in writing
continue to develop their cultural capability to strengthen the partnership with local iwi and the school community.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
review and report attendance rates to the school board and school community to work towards achieving Ministry of Education attendance targets
leaders and teachers monitor and evaluate learners’ progress in mathematics and literacy and report outcomes to the school community
review and strengthen the school Māori strategic plan with staff and whānau to ensure the partnership is focused on improvement for all learners.
Annually:
continue to evaluate the professional capacity of leaders and teachers to increase the use of te reo Māori and tikanga Māori throughout the school day
evaluate and report to the board on attendance rates and the impact of teaching and learning in literacy and mathematics on learner outcomes to support ongoing strategic decision making.
Actions taken against these next steps are expected to result in:
sustained high levels of attendance
further improved levels of achievement in literacy and mathematics across learning areas
established practices based on the school’s Māori strategy that support all learners, particularly Māori learners, language, culture and identity.
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
10 December 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).