Avondale Primary School (Auckland)
Contributing · State
- Year levels
- 1–6
- Total roll
- 367
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 4 Crayford Street West, Avondale, Auckland
- Territorial authority
- Whau Local Board Area
- Phone
- 09-8288929
- office@avondaleprimary.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
- VISION
- Connected and creative learners, thinkers and communicators who can effectively make a difference.
- TE PEPEHA O TE KURA O AVONDALE
- VALUES
- Waihanga-tanga - CreativityManawaroa - Resilience
- Whakaute - RespectTapatahi - Integrity
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 101
- Māori
- 47
- Pacific
- 69
- Asian
- 176
- MELAA
- 32
- Other
- 4
- 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 | 10 | 14 | 25 | 2 | 1 | 16 | 0 | 55 |
| Year 02 | 6 | 10 | 34 | 3 | 0 | 7 | 0 | 54 |
| Year 03 | 6 | 11 | 28 | 10 | 1 | 11 | 0 | 57 |
| Year 04 | 7 | 14 | 27 | 2 | 0 | 12 | 0 | 53 |
| Year 05 | 11 | 19 | 31 | 4 | 0 | 19 | 0 | 74 |
| Year 06 | 11 | 17 | 31 | 4 | 1 | 14 | 0 | 64 |
| Year 07 | 0 | 0 | 7 | 1 | 0 | 0 | 0 | 8 |
| Total | 51 | 85 | 183 | 26 | 3 | 79 | 0 | 365 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 8 | 12 | 22 | 2 | 1 | 14 | 0 | 49 |
| Age 06 | 7 | 11 | 35 | 1 | 0 | 9 | 0 | 55 |
| Age 07 | 7 | 12 | 26 | 12 | 1 | 11 | 0 | 58 |
| Age 08 | 6 | 13 | 30 | 2 | 0 | 12 | 0 | 55 |
| Age 09 | 11 | 16 | 32 | 4 | 0 | 18 | 0 | 72 |
| Age 10 | 12 | 17 | 31 | 5 | 1 | 15 | 0 | 65 |
| Age 11 | 0 | 4 | 7 | 0 | 0 | 0 | 0 | 11 |
| Total | 51 | 85 | 183 | 26 | 3 | 79 | 0 | 365 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
8.1%
| Avondale Primary School (Auckland) | 8.1% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 15.5% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 119.9% |
| European/Pākehā | 0% |
| Total | 8.1% |
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%
| Avondale Primary School (Auckland) | 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%
| Avondale Primary School (Auckland) | 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)
- 444
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1868
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
- 27 March 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (27 March 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 27 March 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 367 — 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.
June 2019
331
Counted while ERO’s review team was at the school. Education Review Office, report of 22 August 2019
August 2015
381
Counted while ERO’s review team was at the school. Education Review Office, report of 16 November 2015
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 27 March 2024 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within 6 months of the Education Review Office and Avondale Primary School (Auckland) working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
Avondale Primary School in Auckland caters for students from Years 1 to 6 and serves a diverse community.
Avondale Primary School (Auckland) ’s strategic priorities for improving outcomes for learners are:
a curriculum that is relevant and engaging
places of learning are culturally sustaining and inclusive
pedagogical capabilities are the foundation of teaching and learning.
You can find a copy of the school’s strategic and annual plan on Avondale Primary School (Auckland) ’s website.
The school has developed its own framework based on a Social Constructivist model and it underpins all aspects of teaching and learning. ERO and the school are working together to evaluate how well the implementation of a localised curriculum will improve learner success.
The rationale for selecting this evaluation is:
curriculum development and implementation of Te Mātaiaho (NZ Curriculum Refresh) is a significant body of work that has many facets
a comprehensive review of the school’s curriculum is underway
a more localised curriculum will enhance the strong community focus of Avondale Primary School
leaders and staff expect that this will increase student engagement and have an impact on equity and learner progress.
The school expects to see further evidence of:
a rich local curriculum that reflects the diversity of the school community
increased learner engagement and enjoyment of learning
increased teacher confidence, professional growth, and job satisfaction
equity for all ākonga , overtime.
Strengths
The school can draw from the following strengths to support its goal to develop a localised curriculum:
supportive, evidence-informed leadership that is committed to equity and focused on continuous improvement
collaborative, dedicated staff who are focused on improving outcomes for all ākonga
a strong, well-established learning culture that is characterised by authentic, affirming relationships
a reciprocal relationship with Te Kawerau a Maki (as the local iwi ) that ensures a bi-culturally safe space for staff and students.
Where to next?
Moving forward, the school will prioritise:
rich learning opportunities that reflect local contexts so that learners can see themselves, their identity and culture in the curriculum
resources that effectively support the localised curriculum, its implementation and teaching and learning
opportunities that strengthen staff capabilities and strategies to cater for the wide range of diverse learning needs.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director of Schools
27 March 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).