Yendarra School
Contributing · State
- Year levels
- 1–6
- Total roll
- 224
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 226 Bairds Road, Otara, Auckland
- Territorial authority
- Ōtara-Papatoetoe Local Board Area
- Phone
- 09-2747431
- not reported
- Directions
- Get directions
Other schools nearby: schools in Auckland
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
- Be the BEST you can
- Our vision to ‘Be the BEST we can’ inspires students, teachers, parents and whānau to strive for continuing improvement.
- It is a phrase that’s understood by all, from our youngest new entrant through to our elderly mamas and papas.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 5
- Māori
- 64
- Pacific
- 173
- Asian
- 14
- MELAA
- 0
- 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 | 9 | 36 | 1 | 0 | 0 | 0 | 0 | 39 |
| Year 02 | 9 | 30 | 1 | 0 | 0 | 0 | 0 | 33 |
| Year 03 | 15 | 31 | 1 | 0 | 0 | 2 | 0 | 40 |
| Year 04 | 13 | 33 | 1 | 0 | 0 | 0 | 0 | 40 |
| Year 05 | 15 | 25 | 3 | 0 | 0 | 2 | 0 | 38 |
| Year 06 | 7 | 23 | 2 | 0 | 0 | 0 | 0 | 30 |
| Year 07 | 2 | 14 | 1 | 0 | 0 | 0 | 0 | 17 |
| Total | 70 | 192 | 10 | 0 | 0 | 4 | 0 | 237 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 35 | 1 | 0 | 0 | 0 | 0 | 38 |
| Age 06 | 12 | 32 | 1 | 0 | 0 | 0 | 0 | 36 |
| Age 07 | 13 | 29 | 1 | 0 | 0 | 2 | 0 | 37 |
| Age 08 | 14 | 34 | 1 | 0 | 0 | 0 | 0 | 41 |
| Age 09 | 15 | 25 | 3 | 0 | 0 | 2 | 0 | 38 |
| Age 10 | 7 | 23 | 2 | 0 | 0 | 0 | 0 | 30 |
| Age 11 | 2 | 14 | 1 | 0 | 0 | 0 | 0 | 17 |
| Total | 70 | 192 | 10 | 0 | 0 | 4 | 0 | 237 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Yendarra 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 | Not available (source marker: "nd") |
| 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%
| Yendarra 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 | Not available (source marker: "nd") |
| 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%
| Yendarra 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 | Not available (source marker: "nd") |
| 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)
- 512
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1968
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
- 13 October 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 13 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for students in Years 1 to 6
- Years 1 to 6
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 224 — 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
296
Counted while ERO’s review team was at the school. Education Review Office, report of 15 May 2019
March 2014
273
Counted while ERO’s review team was at the school. Education Review Office, report of 12 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 13 October 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School 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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the School
Yendarra School in Otara provides education for students in Years 1 to 6. Approximately 70% of the students are of Samoan, Tongan, Cook Island, and Niuean heritage, and 30% identify as Māori . Since the last ERO review the school has appointed a new Principal. The school’s vision ’ Kia pai taea tātou - Be the best we can,’ and the values of aroha, piripono, manaakitanga, whanaungatanga and koha support and guide all school operations.
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from good quality teaching practice that improves progress and achievement in reading, writing and mathematics.
How well does the school curriculum respond to all learners needs? Learners have sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals.
How well does school planning and conditions support ongoing improvement? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.
How well does the school include all learners and promote their engagement and wellbeing? The school successfully promotes learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.
Student Health and Safety The school board is taking reasonable steps to ensure student health and safety.
Achievement in Years 0 to 8
This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of the New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%
Reading Less than half of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The small majority of learners attend school regularly.
The school is behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing their use of assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how well the school supports all learners to make sufficient progress.
The school has good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of Strength
Children learn in a caring and inclusive environment and engage well in their learning. The school values are well embedded and celebrated, and a strong sense of wellbeing is evident.
Leaders and teachers have high expectations for all children to engage, learn and make progress to enable successful future learning pathways.
Strategies to improve student attendance have resulted in significant lifts in student attendance since 2024.
Leaders clearly outline expectations for planning, teaching and assessment to ensure consistency of teaching practice across the school.
Professional development opportunities support teachers to embed a schoolwide structured literacy approach. Leaders are acquiring resources and professional training in a structured mathematics programme to support teachers understanding and implementation of the new mathematics curriculum.
The curriculum fosters children’s identity, language and culture; classrooms and outdoor learning environments support the delivery of the New Zealand Curriculum and the school’s strategic goals.
Key priorities
Further increase regular attendance for all learners.
Improve achievement outcomes in reading, writing and mathematics for all learners.
Align current school mathematics and literacy programmes and assessment practices with changes to the New Zealand Curriculum.
Strengthen leadership capability to sustain effective practice to promote equitable and excellent outcomes for all children.
Actions to bring about improvement
Within six months:
leaders and teachers review reading data; especially for children in years one to three to find out howe effectively strategies are supporting children to make sufficient progress and plan next steps
leaders and the School Board review the attendance plan, identify areas for improvement and plan next steps
Every six months:
leaders sand the School Board monitor the effectiveness of the school’s attendance plan to plan next steps and report attendance community
leaders review and record their participation of communities of professional practice and reflect on the impact of their personal growth to strengthen leadership capability
Annually:
leaders and the School Board review learning outcomes reading, writing, and mathematics, and the impact of professional development and acceleration programmes on student progress and achievement to identify further areas for improvement
leaders and the School Board review how well school strategies have increased regular attendance, identify next steps for ongoing improvement and share with the community
leaders and the School Board work together to review how well leadership strategies are impacting equitable and excellent outcomes for all children and driving school improvement.
Expected outcomes
Improved regular attendance.
Improved achievement outcomes in reading, writing, and mathematics for all learners.
A well-aligned curriculum and embedded assessment practices that guide responsive teaching and learning programmes and informs improvement priorities.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements.
Board Assurance with Regulatory and Legislative Requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
The next public report on ERO’s website will be a School Report and is due within four 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
Sharon Kelly Director of Schools
13 October 2025
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).