Anchorage Park School
Contributing · State
- Year levels
- 1–6
- Total roll
- 122
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Swan Crescent, Pakuranga, Auckland
- Territorial authority
- Howick Local Board Area
- Phone
- 09-5769175
- office@anchoragepark.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.
- School day ends
- 3.00pm
3.00pm - End of the school day
- 3.00pm
- Uniform
- Required
Our school uniform is compulsory.
- Required
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
- At Anchorage Park School, we are proud to be a Positive Behaviour for Learning (PB4L) school. As part of the PB4L School-Wide framework, we’ve created a positive and supportive environment where great behaviour and learning go hand in hand. This approach is tailored to suit our school, helping us build a strong, caring culture where our tamariki can thrive.
- International students
- Not accepted, as stated
At this time, we are not enrolling international students.
- Not accepted, as stated
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
- touch
Anchorage Park School offers a wide range of sporting opportunities including touch, netball, soccer, cross country, swimming, the list goes on!
- netball
Anchorage Park School offers a wide range of sporting opportunities including touch, netball, soccer, cross country, swimming, the list goes on!
- soccer
Anchorage Park School offers a wide range of sporting opportunities including touch, netball, soccer, cross country, swimming, the list goes on!
- cross country
Anchorage Park School offers a wide range of sporting opportunities including touch, netball, soccer, cross country, swimming, the list goes on!
- swimming
Anchorage Park School offers a wide range of sporting opportunities including touch, netball, soccer, cross country, swimming, the list goes on!
- Kapa haka group
We have a wonderful Kapa haka group.
- chess
The library is open every Monday and Friday to snuggle up and read a good book or play board and card games, including chess.
- Art and crafts
Art and crafts are a fantastic creative outlet for those who love to cut, paint, glue and sew.
- choir
We have a choir for students who love to sing.
- dance group
Our dance group is full of fun dance routines.
- touch
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 25
- Māori
- 24
- Pacific
- 29
- Asian
- 49
- MELAA
- 20
- 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 | 3 | 10 | 10 | 3 | 0 | 6 | 0 | 29 |
| Year 02 | 3 | 5 | 3 | 2 | 0 | 5 | 0 | 13 |
| Year 03 | 4 | 7 | 9 | 4 | 1 | 7 | 0 | 26 |
| Year 04 | 7 | 6 | 6 | 3 | 0 | 5 | 0 | 22 |
| Year 05 | 1 | 3 | 6 | 0 | 0 | 5 | 0 | 13 |
| Year 06 | 6 | 8 | 8 | 1 | 0 | 5 | 0 | 23 |
| Year 07 | 0 | 0 | 3 | 1 | 0 | 0 | 0 | 4 |
| Total | 24 | 39 | 45 | 14 | 1 | 33 | 0 | 130 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 7 | 9 | 3 | 0 | 6 | 0 | 25 |
| Age 06 | 3 | 6 | 4 | 1 | 0 | 5 | 0 | 14 |
| Age 07 | 4 | 8 | 9 | 4 | 1 | 7 | 0 | 27 |
| Age 08 | 7 | 7 | 6 | 3 | 0 | 5 | 0 | 23 |
| Age 09 | 1 | 3 | 6 | 1 | 0 | 5 | 0 | 14 |
| Age 10 | 6 | 8 | 9 | 1 | 0 | 5 | 0 | 24 |
| Age 11 | 0 | 0 | 2 | 1 | 0 | 0 | 0 | 3 |
| Total | 24 | 39 | 45 | 14 | 1 | 33 | 0 | 130 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Anchorage Park 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%
| Anchorage Park 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%
| Anchorage Park 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)
- 442
- 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
- 4
- Last reviewed
- 8 October 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (21 October 2022)
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 21 October 2022 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 this report states about the school
As stated in ERO’s report of 8 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for 129 learners in Years 1 to 6
- Years 1 to 6
- Also provides
- Two satellite Sommerville Special School classes
hosts two satellite Sommerville Special School classes
- Two satellite Sommerville Special School classes
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 122 — 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.
April 2016
159
Counted while ERO’s review team was at the school. Education Review Office, report of 9 June 2016
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 8 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
Anchorage Park School is in Pakuranga , east Auckland. The school provides education for 129 learners in Years 1 to 6; of which 33% are Pākehā /New Zealand European, 33% are of Pacific heritage, 32% Asian and 21% Māori . The school values are Pono | Integrity , Whakakotahi | Unity and Māia | Courage .
Anchorage Park School hosts two satellite Sommerville Special School classes.
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
Improvement and Progress
This section is about the progress the school has made since the October 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school have evaluated how well personalised learning increases the engagement and achievement of all learners, with a focus on raising outcomes for Māori and Pacific students.
The school expected to see teachers strengthen their practice and use strategies that engage all learners. Students were encouraged to take ownership of their learning, identify their strengths and interests, and build effective learning pathways.
Findings
Leaders and teachers have fostered a shared approach to personalised learning, strengthening partnerships among students, staff, and whānau . This collaboration has improved teaching for target learners and informed effective strategies across classrooms.
By prioritising staff professional development, the school board and leadership have enhanced evaluation, inquiry, and collaboration among teachers, laying a solid foundation to foster greater student ownership of learning.
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 rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in foundational 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 reasonably 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 is improving its collection and use 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 6
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 A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing A small 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 not yet 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 approaching 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 uses an appropriate approach and reliable practices to 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
Learners experience a strong sense of belonging, supported by caring, positive relationships between peers across the school, and trusted connections with teachers.
Strategic leadership and staff foster an inclusive, supportive learning environment grounded in the school values that celebrate diversity, compassion, and being responsive to learner needs.
Learners demonstrate enthusiasm to grow, improve, and progress. This culture of continuous learning is actively promoted and modelled by teachers, leaders, and board members, who also prioritise ongoing development within their respective roles.
Leaders build strong partnerships with other schools and organisations that help learners have more rewarding educational experiences.
The board and leadership prioritise professional development, offering targeted and responsive opportunities that support both teacher growth and learner needs.
Structured literacy is successfully embedded in the junior years, with ongoing measures to ensure consistent implementation of structured literacy and mathematics across the school.
Curriculum initiatives are strengthened by integrating te reo Māori, tikanga Māori , and te ao Māori in meaningful and relevant ways.
Key priorities
Increase achievement in reading, writing and mathematics for all groups.
Embed a consistent schoolwide understanding of structured literacy and mathematics with a focus on writing.
Strengthen the use assessment information to support planning and strengthen the delivery of the curriculum.
Enhance collaborative partnerships among school staff, whānau , and the wider community to inform and support strategic decision-making processes.
Improve regular attendance.
Actions to bring about improvement
Within six months:
leaders support teachers to further develop their use of assessment information to adjust teaching practices, ensuring improved outcomes in reading, writing and mathematics
leaders and teachers ensure consolidation and consistency of curriculum delivery to accelerate progress, particularly in writing
leaders review the attendance action plan and initiatives to inform next steps
Every six months:
leaders and teachers gather learner feedback and review classroom practices to increase students’ participation in the learning process
leaders and teachers review implementation of structured literacy and mathematics schoolwide, with a particular focus on writing
Annually:
the Board and leaders review and refine partnerships with whānau and the community through regular consultation and decision-making opportunities
leaders evaluate curriculum delivery schoolwide to ensure that it supports high-quality teaching and learning in reading, writing and mathematics
the Board and leaders analyse attendance information and review the impact of strategies to inform next steps.
Expected outcomes
Learners actively participating in the learning process and holding high expectations for their own learning.
Improved achievement in reading, writing and mathematics for all groups of learners.
Whānau and the community contributing meaningfully to school decision-making and learner success.
Increased regular attendance.
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
Actions for Compliance
ERO has identified the following area of non-compliance during the board assurance process:
ensure that the staff appointments process includes records of safety checks and a risk assessment. [s104 Education and Training Act 2020]
The Board has since addressed the area of non-compliance identified.
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
8 October 2025
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).