Pakuranga College

Education institution number:
School type:
Secondary (Year 9-15)
School gender:
Not Applicable
Total roll:

Pigeon Mountain Road, Bucklands Beach, Auckland

View on map

Pakuranga College

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. 


Pakuranga College​ is a large urban secondary school located in Auckland, providing education for students in Years 9 to 13. The school’s long-serving principal resigned at the end of 2023, and the acting principal was appointed permanently to the position in Term 2, 2024. There have been additional recent changes to the senior leadership team. 

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 

Outcomes for most students are excellent but remain inequitable for some groups of learners. 

  • Achievement data patterns over time show that most students achieve at National Certificate of Educational Achievement (NCEA) Levels 1 to 3. 
  • A high proportion of NCEA achievement is at Merit and Excellence levels, and approximately two-thirds of students achieve University Entrance (UE). 
  • Disparity for Māori and Pacific students at all levels of NCEA and in UE continues. 
  • The school is not yet meeting Ministry of Education targets for regular student attendance. Two thirds of students regularly attend school; however, only half of Māori and Pacific students attend school regularly. 

Conditions to support learner success 

Strategic senior leadership effectively builds the capability and capacity of middle leaders and teachers.  

  • Systematic and effective programmes and processes that build and sustain leadership capacity are well embedded. 
  • Leaders effectively identify and respond to the professional development needs of staff in relation to the school’s strategic priorities. 
  • Leadership has established clear expectations for high quality teaching with a strong focus on reducing disparity and achieving excellent student outcomes. 

Broad curriculum opportunities and effective teaching practices are supporting positive learning outcomes for most students.  

  • Teachers use a range of purposeful teaching strategies to sequence lessons and engage students in their learning. 
  • Students experience positive relationships for learning and are provided with opportunities to collaborate in settled, well-resourced classroom environments. 
  • Teachers have subject-matter expertise and are beginning to consider ways to increase aspects of te ao and mātauranga Māori into contexts for learning. 

Internal evaluation processes and practices to inform improvement actions at all levels of the school are increasingly effective.  

  • A range of useful systems and templates guide internal review and build evaluation capability at all levels of the school. 
  • Achievement, engagement, and pastoral data is regularly collected and analysed by the Board, leaders and teachers to monitor student outcomes and set goals. 
  • Standardised assessment data is used in the junior school to identify and provide effective targeted programmes for students who require additional literacy support. 
  • The school has yet to develop a schoolwide system for monitoring the academic progress of Years 9 and 10 students. 

Part B: Where to next? 

The agreed next steps for the school are to:  

  • continue to prioritise and improve achievement outcomes for Māori and Pacific students 
  • increase rates of regular attendance for Māori and Pacific students 
  • continue to increase teachers’ confidence and capability to integrate te ao and mātauranga Māori into the curriculum and classroom teaching practices. 

The agreed actions for the next improvement cycle and timeframes are as follows. 

Within six months: 

  • identify Māori and Pacific students whose progress needs acceleration and set clear expectations for teacher accountability in relation to the achievement of these students 
  • develop schoolwide processes to track and monitor junior school achievement, and identify and set targets for all year 9 and 10 students at risk of not achieving at expected curriculum levels 

Every six months: 

  • monitor progress, achievement and attendance data against improvement goals to ensure successful outcomes for Māori and Pacific students, and adjust targeted actions as required 
  • at faculty level, review and report on the extent to which te ao and mātauranga Māori is integrated in curriculum and teaching practice, and implement targeted professional learning to strengthen teachers’ confidence and capability in this area 


  • report on the annual and over time progress, attendance and achievement of Māori and Pacific students, and other targeted students 
  • evaluate the impact of teaching and pastoral care interventions on improving student achievement and attendance, particularly in addressing levels of inequity of student outcomes 
  • use internal evaluation findings to identify areas for further improvement in curriculum, teaching, and pastoral care processes. 

Actions taken against these next steps are expected to result in: 

  • decreased levels of disparity for Māori and Pacific students in NCEA and UE attainment 
  • higher rates of Māori and Pacific students’ regular attendance 
  • the continued development of a learning environment where Māori students experience culturally responsive teaching practices and curriculum content that reflects and affirms their 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 

​3 July 2024​ 

About the School 

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. 

Pakuranga College

Board Assurance with Regulatory and Legislative Requirements Report ​2024​ to ​2027​ 

As of ​April 2024​, the ​Pakuranga College​ Board has attested to the following regulatory and legislative requirements: 

Board Administration 




Management of Health, Safety and Welfare 


Personnel Management 






Further Information 

For further information please contact ​Pakuranga College​, School Board. 

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years. 

Information on ERO’s role and process in this review can be found on the Education Review Office website. 

​​​​Shelley Booysen 
Director of Schools 

​3 July 2024​ 

About the School  

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. 

Pakuranga College 

Provision for International Students Report 


The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. 


The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code. 

At the time of this review there were 110 international students attending the school, and one exchange student. 

Pakuranga College has effective processes in place to evaluate the quality of provision for international students. The college employs an international student director who oversees a well-resourced team that effectively supports student wellbeing, progress, and achievement. There are well-established processes for collecting and responding to stakeholder voice. 

International students are well supported to achieve their academic goals and follow suitable learning pathways during their time at the school. Students appreciate the opportunities to participate in a broad range of cultural and sporting extra-curricular activities. They feel well-integrated within the school community. 

​​Shelley Booysen 
Director of Schools 

​3 July 2024​ 

About the School 

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  

Pakuranga College - 27/06/2018

School Context

Pakuranga College is a large co-educational school catering for students from Year 9 to Year 13 and serving the Howick and Pakuranga area of East Auckland. The roll includes 11 percent who are Māori students and 7 percent who have Pacific heritages.

The school vision is ‘to provide an exceptional and innovative learning community that challenges and supports students to excel and develop the skills, attitudes and values they need to succeed now and in the future.’ The school culture is one where high levels of student agency are valued alongside priority on student wellbeing for learning.

The school’s strategic goals for improving students’ learning outcomes include:

  • maintaining high quality innovative teaching and learning across all areas
  • providing a curriculum that offers diverse opportunities and pathways for all students
  • providing a safe, inclusive learning environment
  • strengthening family, whānau and community relationships.

Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:

  • progress and achievement within the New Zealand Qualifications Framework
  • student engagement, wellbeing and attendance over time
  • outcomes for senior students in relation to their learning pathways
  • participation, contribution and engagement information across sporting, arts and cultural areas
  • retention, stand down, suspension and attendance information
  • progress, achievement and qualitative data about international students.

Since the 2013 ERO review, the board has overseen extensive refurbishment of classrooms to facilitate and support different learning approaches. In addition, a new gymnasium has been added to the specialist campus facilities.

The board has appointed two new senior leaders and the principal has re-structured the senior management team. A strong focus in recent school development has been strengthening Māori and Pacific students’ achievement and learning outcomes. In order to successfully advance this development there has been some strategic teacher recruitment.

Pakuranga College is one of four schools in the Te ara Mana-a-Kura (Farm Cove/Pakuranga) Community of Learning|Kāhui Ako.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The high expectations for student achievement and the high quality educational opportunities noted in previous ERO reports continue to be evident.

The college is continuing to successfully promote equity and excellence. Achievement levels for all students in the National Certificate of Educational Achievement (NCEA) continue to rise. Roll-based data shows that most students are achieving well in NCEA Levels 1, 2 and 3.

Nearly all students achieved NCEA Level 1 in 2017. This denotes a recent, significant shift with approximately 10 percent more students achieving at this level and was inclusive of Māori and Pacific learners. The number of NCEA merit and excellence endorsements continues to rise at Level 1. There has also been an increase in merit endorsements at Level 3.

Māori and Pacific students achieve well across all NCEA levels. There is parity for Māori and Pacific students compared to others in the college at NCEA Levels 1 and 2, but some disparity at Level 3 and University Entrance (UE). To some extent, students’ pathways decisions have an effect on UE data. Overall, the UE results for all students in the school are well above the national figures.

Generally, girls are achieving better than boys in NCEA. The school continues a strong focus on boys’ engagement with learning and achievement.

The college uses curriculum level criteria in each learning area to track, monitor and report on junior students’ progress. This system gives families and whānau clear information about a student’s individual progress through each of their learning programmes.

Other valued outcomes that are highly evident are students’:

  • embedded learning habits
  • well-developed leadership skills
  • co-curricular engagement
  • service and contribution to school and the wider community.

The college has a learning ethos where the habits ‘to strive, connect, respect, reflect and create’ are an intrinsic part of learning programmes.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school responds very effectively to all students whose progress needs accelerating.

Year 9 and 10 students’ literacy and mathematics knowledge and skills are assessed on entry to school. School leaders note that there is a growing trend of more students entering Year 9 working below curriculum expectations for their year level. The school literacy team identifies groups of junior students who need additional learning support to lift their reading levels.

During 2017, Year 9 students who required additional support in reading comprehension participated in a targeted programme. Most of these students made accelerated progress and were able to reach the expected curriculum level or above after two terms of additional support.

School information since 2013 shows that most learners who have made good or accelerated progress over a two-year period in the junior school, go on to achieve senior NCEA qualifications at Level 2 or above.

If students need further additional support to help with their learning at year levels 11, 12 and 13, the ‘Success Students’ system offers appropriate opportunities.

Learning support for students with additional needs is well-coordinated. There is effective liaison between classroom and tutor teachers, deans and specialist agencies. The school’s highly inclusive learning culture helps all students participate fully in a broad range of learning experiences.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

The school has very effective processes and practices to enable the achievement of equity and excellence for learners. The board’s careful scrutiny of the college’s work regarding student wellbeing and achievement supports leaders’ strategic drive and focus. Trustees bring professional expertise and knowledge to their stewardship roles.

Strong professional leadership for equity and excellence is evident. Leaders maintain an open-to-learning culture, have sound decision-making processes and manage change well. Coherent, interconnected initiatives and structures support the college’s vision and values. In addition, there is highly effective coordination, planning and evaluation of the curriculum. As a result, the school’s processes and practices are continually being improved to enhance student engagement and success.

Leaders promote collective responsibility for individual learners and strong collaboration between the extensive network of key adults and support for each student’s wellbeing and success. This helps facilitate personalised learning that supports students’ individual learning interests, aspirations and needs. Learning partnerships between students, parents and staff are helping to motivate and engage learners. A good strategy to support lower achieving students across faculties has been developed to ensure that the least advantaged learners are working with experienced staff, including leaders.

The school’s responsive curriculum promotes students becoming lifelong learners. The ‘learning habits’ approach has been sustained, and these habits are now taught more explicitly in each faculty. This sustained focus on ‘learning’ as the priority, and assessment for learning to guide students’ progress and achievement, is resulting in students gaining quality credits, NCEA endorsements and scholarships. Most notably there has been a positive trend in Māori and Pacific student endorsements.

High value is placed on diversity, and culturally responsive practice that supports individual learners’ sense of belonging in the college. The development of tikanga and school kawa is guided by Māori staff leadership and the school’s Māori development plan. ERO affirms leaders’ thinking around Māori learner pathways using te reo Māori as the central core.

Leaders and teachers have continued efforts to scaffold Year 9 and 10 students’ foundational understandings and skills for curriculum learning at Year 11. Learning progressions have been developed that link to the New Zealand Curriculum levels and are back-mapped from NCEA.

The college has a well-developed culture of evaluation and professional inquiry. This is underpinned by a continuous focus on capability building to use evaluation and inquiry to sustain improvement and innovation centred on learners. Evaluation practice is cyclic, evidence-based and incorporates and values multiple perspectives, particularly the voice of students.

Leaders maintain a focus on building the college’s collective capacity for leadership and teaching. Professional learning for teachers is a high priority and is centred on specific educational outcomes, including students knowing themselves as learners. The use of student voice to contribute to pedagogy development is a key focus. Professional learning is very well resourced and is growing multiple layers of leadership and capability.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

ERO affirms the college’s evaluation capability and prioritisation of developments to promote equity and excellence. Senior leaders plan to continue building their sustained learning and learner-focused drive for equity and excellence.

3 Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • finance
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. At the time of this review there were 188 international students attending the school, including 1 exchange student. Self-review processes are well developed to ensure that the school meets its obligations under the Code.

International students are provided with high quality support for their education and wellbeing from an experienced team of staff within the school’s international student department. Learning programmes, including those for English language learners, are tailored to students’ individual needs. International students achieve well in their studies for NCEA and participate widely in the many co- and extra-curricular activities available.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • a well-established collective responsibility for individual learners’ wellbeing, engagement and success
  • personalised learning to support students’ individual learning interests, aspirations and needs
  • strong professional leadership that systematically evaluates and adapts conditions for equity and excellence
  • a well-developed culture of evaluation and inquiry
  • a ‘learning’ focused curriculum and pedagogical development that scaffolds students to be successful learners.

Next steps

For sustained improvement and future learner success, senior leaders have set relevant priorities for continued development in:

  • building teaching capacity to adapt practices and extend opportunities for student equity
  • embedding the explicit focus on ‘learning habits’ so that it is integrated throughout the curriculum
  • prioritising student engagement in learning and growing student agency
  • designing and documenting the Year 9 and 10 curriculum.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in four-to-five years.

Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region

27 June 2018

About the school

LocationBucklands Beach, Auckland
Ministry of Education profile number80
School typeSecondary (Year 9 to 15)
School roll2047
Gender compositionBoys 51% Girls 49%
Ethnic compositionMāori 
South East Asian
Middle Eastern 
other Asian 
other Pacific 
Students with Ongoing Resourcing Funding (ORS)Yes
Provision of Māori medium educationNo
Review team on siteMay 2018
Date of this report27 June 2018
Most recent ERO report(s)Education Review
Education Review 
Education Review
May 2013 
August 2010
June 2007