Flanshaw Road School

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School Context

Flanshaw Road School caters for students in Years 1 to 6. There are currently 378 students enrolled at the school. The roll includes 26 percent Māori, 32 percent Pākehā, and smaller groups of children from a wide variety of other ethnic backgrounds.

The school’s mission, “Growing Leaders of Tomorrow”, promotes leadership at all levels of the school. Its vision of “developing academically strong, culturally centred, socially resilient, physically confident students who understand they can make a difference in the world” underpins the school’s values. The school’s vision and values are reflected in its attainment of gold level environmental school status.

The school’s strategic goals are to provide a place where students and teachers love learning and teaching. This includes empowering parents to be engaged and effective first teachers of their children and active partners in their ongoing learning.

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

  • progress and achievement overall and for cohorts of students in reading, writing and mathematics

  • wellbeing, engagement and attendance

  • curriculum and extra-curricular areas that align to the school’s strategic goals

  • programmes and interventions designed to support children with additional learning needs, including those who speak English as a second language

  • teaching and learning strategies introduced as the result of teacher professional development.

The school has a positive ERO reporting history. Since the 2014 ERO review, staff have participated in a number of professional learning developments aligned to the schools’ strategic direction. Recent curriculum initiatives include:

  • the integration of Science, Technology, Engineering, Arts and Mathematics (STEAM) in the curriculum
  • developing schoolwide rubrics to build student assessment practices that contribute to increased student ownership of their learning
  • using the strategic plan for Māori Achieving Success as Māori (MASAM) to continue to build teacher knowledge and capacity in culturally responsive practices across the school.

The school participates actively in the wider educational community. School members value the opportunities they have to network and be a part of the WAPA 2020 Network of Schools (Waitakere Area Principal Association 2020 Network).

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 school works well in achieving equitable and excellent academic outcomes for its students across the curriculum. Data collated termly in year levels show how well students are tracking in terms of expected levels of progress and achievement.

School data show high levels of achievement in reading, where almost all students achieve at or above the expected levels by the end of Year 6. Data show good levels of achievement in writing and mathematics. The majority of students also achieve at or above expectation by the end of Year 6 in these areas.

Achievement outcomes for different groups of students, including Māori and Pacific students, show variability from year to year. The school continues to successfully work towards parity for all groups of students.

The school’s valued outcomes are clearly expressed and guide curriculum and decision making in teaching. Valued outcomes that are highly evident include students who:

  • have a strong sense of pride, belonging and individual identity
  • display high levels of engagement in their learning
  • are confident learners who understand their role in the learning process
  • demonstrate respectful relationships with each other and adults.

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

The school has data showing good levels of accelerated progress for those students who are achieving below expectation.

Teachers, learning assistants and leaders know students well as individuals and are responsive in developing the whole child. They use this knowledge and their research and inquiry into best practice to provide targeted in-class support for individuals and groups.

School leaders are aware of a correlation between increased rates of acceleration and the school’s introduction of STEAM and MASAM approaches in the curriculum. Both are promoting increased levels of student engagement in learning for these students who need acceleration.

School leaders and teachers successfully respond to the strengths, interests and cultural identity of each child. They work collaboratively with whānau to seek ways of increasing the progress and achievement of students.

Children with additional learning needs make very good progress in their learning. They respond positively to the school’s special support they receive and to the high quality inclusive practices that support them to participate fully in the curriculum.

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?

High quality school leadership supports equitable outcomes for students. Leaders build strong educationally focused relationships with other educational and community institutions. Being part of multiple networks provides opportunities for them to build individual and collective leadership capability and capacity within the school.

The school’s very effective distributed leadership model provides many opportunities to capitalise on teachers’ and students’ talents and strengths. This supports the school’s work towards achieving their vision for learning. School leaders ensure that processes and practices promote students’ wellbeing, confidence in their identity and engagement in learning.

The school’s broad and responsive curriculum engages students in their learning. It helps children to understand their learning and to make links across different curriculum areas. The curriculum incorporates connections to students’ lives, their prior understandings, and out of school experiences. It helps make learning authentic and relevant to students.

The school very effectively weaves Māori perspectives across all aspects of the curriculum. Students have access to te reo Māori as a living language at all year levels. Kapa haka and other cultural values are included in the curriculum. High levels of student participation and engagement in these groups continues to build strong culturally-centred learners.

The school has strong educationally powerful connections and relationships with parents, whānau and its community. Students, teachers and adults benefit from reciprocal relationships that are learning-centred, respectful, and value diverse identities, language and cultures. These positive qualities empower whānau/families to contribute successfully to their children’s learning with confidence.

The board of trustees promotes quality and excellence, and serves the school very well. Strong relationships between trustees and school leaders are based on trust, integrity and openness. The board has strategic and practical approaches for school systems, organisation and practices. These approaches are strongly and appropriately aligned with the school vision, values and priorities. Board practices help ensure there is coherence between the school's charter and annual plans and that these are an integral part of all processes within the school.

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

School leaders have identified the need to consider ways to enhance learning through the use of digital technologies.

School leaders continue to build on place-based learning experiences and MASAM approaches to foster positive equitable outcomes for students, particularly Māori and Pacific students.

The school’s extensive data gathering and analysis could be further refined. Developing data sets and summaries that show what is making the biggest difference to student achievement and other valued student outcomes could help further support strategic curriculum decisions.

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. At the time of the review there were two international students. The school provides international students with very good education and pastoral care. Students benefit from the school’s inclusive culture, and opportunities to participate in a wide range of school activities.

4 Going forward

Key strengths of the school

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

  • high quality school leadership that promotes a culture of inclusiveness and a strong focus on student wellbeing

  • responsive curriculum design that aligns to the school’s vision, values and goals and promotes equity and excellence

  • very strong educationally powerful connections and relationships that support school development and that support families/whānau to contribute successfully to their children’s learning

  • trustees that actively represent and serve the school and its community very well.

Next steps

For sustained improvement and future learner success, priorities for further development are in the school continuing to enhance strategic decision making and continuing to embed current quality systems and practices.

ERO’s next external evaluation process and timing

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

Violet Tu’uga Stevenson

Director Review and Improvement Services

Te Tai Raki - Northern Region

14 December 2018

About the school


Flanshaw Road School, Te Atatu South, Auckland

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Boys 52% Girls 48%

Ethnic composition

Māori 26%
Pākehā 32%
Samoan 7%
Chinese 8%
Indian 8%
other Pacific 8%
other ethnic groups 11%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

September 2018

Date of this report

14 December 2018

Most recent ERO report(s)

Education Review August 2014
Education Review July 2011
Education Review May 2008


Flanshaw Road School effectively promotes student learning. Students enjoy and engage in the learning process. They benefit from the school’s well delivered broad and relevant curriculum. The school responds to its diverse community and effectively engages parents and families in real partnerships that support children’s learning.

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

1 Context

What are the important features of this school that have an impact on student learning?

Flanshaw Road School, in West Auckland, caters for students from Years 1 to 6. It is a community focused school with two attached early childhood centres, a whānui parent community room, a before and after school care service, and school facilities that are used regularly by the community.

The school has a growing roll and students come from diverse cultural backgrounds. Twenty-four percent are Māori and twenty-three percent have Pacific heritage.

Since the 2011 ERO report the focus for the school has been on deepening its culture of learning. Initiatives have focused on further developing students’ knowledge of themselves as learners, building parent partnerships for learning, and promoting a learning environment where everyone sees themselves as a learner.

The school’s promotion of, and response to, students’ wellbeing is extensive. A positive school tone supports the learning of all students. Strong relationships and connections underpin all practices. Cultural responsiveness is a significant feature of the school’s culture. School leaders value what students bring with them to the learning process. The board has a deep understanding and appreciation of different cultural perspectives. Students show pride in their cultural and individual identities.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The board, senior leaders and teachers use achievement information very well to make positive changes for learners.

Publically available school achievement information for reading and writing shows that the school already exceeds the Better Public Service (BPS) target of eighty-five percent of students achieving at and above the National Standards. The school is making good progress in Mathematics, with seventy-six percent of students achieving at and above the National Standard in 2013. These results compare well with other schools regionally and nationally. Overall Māori and Pacific students are achieving at similar levels to the school population.

School leaders continue to refine the good systems in place to support teachers to make reliable judgments in relation to the National Standards. Parents are well informed about their child’s progress and achievement. They have easy access to information through individual student portfolios each term.

The board and senior leaders use achievement information to set school priorities and appropriate achievement targets. They use it to design curriculum programmes and to identify suitable professional learning and development opportunities for teachers. Teachers use achievement information to plan programmes to cater for students’ strengths and learning needs, and to inquire into the effectiveness of their teaching approaches.

Teachers share assessment information with students and help them to understand where they are at in their learning. Students have the skills and knowledge to self and peer assess their learning and are actively involved in decisions about how to further improve their work.

Achievement information is used well to identify students who are underachieving and whose progress needs to be accelerated. Initiatives are in place to support these students and their progress is closely monitored. School data shows that most of these target students make good progress and that the progress of some students is significantly accelerated.

Student enjoyment and engagement in the learning process is clearly evident. They talk about their learning with confidence and support the learning of their peers. Student engagement in learning is very well supported by the school’s culture of celebrating learning. This culture embraces the concept of teachers as learners within an environment that supports innovation and risk taking.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum promotes and supports student learning very effectively.

Students benefit from a broad, engaging and relevant curriculum. The curriculum has an appropriate balance between literacy and mathematics, and offers a range of learning opportunities in other learning areas, including sport and education outside the classroom (EOTC). An opportunity for students to develop in the performing arts is a particular strength of the curriculum. The curriculum demonstrates a commitment to environmental sustainability and the school is the recipient of a gold award from the Enviro Schools Project. It includes a good focus on students’ oral language development.

The underlying philosophy of the school curriculum is highly evident. It focuses on notions of learning how to learn and on encouraging students to reflect on their own learning processes and progress. There is strong inclusive practice to support the inclusion, social engagement and learning of students with special learning needs. Students are taught computer literacy and this supports the natural integration of information and communications technologies (ICT) to enhance learning opportunities.

The school recognises that affirmation of students’ cultures supports learning. The languages and cultures of students are evident in the contexts for learning and the school environment. Teachers connect well to their students; valuing their differing cultural backgrounds and helping them build a strong sense of individual identity. A group of Māori and Pacific staff support teachers to personalise learning for Māori and Pacific learners.

A cornerstone of the school curriculum is how learning activities and content are relevant, practical and interactive for students. The school is committed to students having positive learning experiences and being successful. As a result, students display an enjoyment in learning and are confident in participating in the learning process. The curriculum reflects the importance given to the bicultural heritage of Aotearoa New Zealand. All Year 4-6 students participate in a block of weekly te reo Māori lessons. In 2014 the board is resourcing an initiative that provides an extension te reo Māori programme for students who identify a particular strength or interest in the language.

Teachers deliver the curriculum well. They have high expectations for students’ learning and their programmes are well planned to meet the diverse needs of students. Teachers share teaching approaches and ideas, and are well supported to continue to grow their practice through professional learning programmes and effective teacher appraisal processes.

ERO and senior leaders agree that the school should:

  • continue to develop a challenging curriculum that promotes excellence in all learning areas
  • work towards developing a sequential te reo Māori programme for students at all year levels.

How effectively does the school promote educational success for Māori, as Māori?

The school has ninety-two students who identify as Māori. Māori students have positive attitudes to school and learning. They enjoy the opportunities they have to succeed as Māori and to be leaders in the school. Māori student learning is supported by the tuakana-teina relationships that are embedded in the school and by holistic approaches to raising student achievement.

Tikanga Māori practices are integrated authentically into the everyday life of the school. The school’s learning spaces have Māori names, visitors are welcomed by student-led powhiri, the physical environment reflects native plantings and te reo Māori is used daily in the school. Students from all year levels are encouraged to participate in the school’s strong kapa haka group. This group is a source of pride for students, the school and its community. It provides good opportunities for Māori student leadership.

The board and school leaders have made good use of the current Ministry documents to plan how the school will help develop the potential of all Māori students. The inclusion of cultural competencies for teachers of Māori learners into the school’s performance management system reflects the school’s expectations for teaching practice.

Whānau are made welcome in the school and are involved in their children’s learning. The board and principal show leadership in building partnerships with the Māori community to ensure positive outcomes for Māori students. There is Māori representation on the board and the school seeks guidance from local kaumatua to ensure the māna of tikanga Māori is respected and maintained.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is very well placed to sustain its current good practices and continue to grow its performance.

Board, staff, students and community share ownership of the school’s vision and values. The school vision aligns from strategic planning through annual planning. It is very evident in programme implementation.

The board provides effective governance. Trustees are well informed about curriculum developments and student achievement. They have good systems to ensure school accountabilities are met. Board decision making is strategic and inclusive and has focused on improving outcomes for all students. Trustees contribute to and support school activities. They have good working relationship with school leaders.

Leadership in the school is highly effective and strategic. The principal has successfully raised student achievement, and built a community that supports student learning. Her effectiveness in nurturing leadership capacity across the school is evident at all levels. A spirit of leadership is also nurtured in students through many meaningful leadership opportunities. Students of all ages see themselves as leaders.

The school effectively engages parents and families in authentic partnerships that support students’ learning. Staff respect the role of parents. They make parents feel welcome in the school and provide them with useful knowledge and skills to support their children’s successful learning. Parents talk positively about how these actions enrich family relationships and help accelerate their children’s learning.

Self review is used well to sustain and improve the school’s performance. The outcomes of ongoing review findings and regular consultation guide next steps and future directions for the school. Self review processes are robust and include the opinions of different groups of people, including students.

Contribution to, and working with, the wider educational community is a strength of the school. The board and school leaders build networks with other schools. They make good use of external advice and sound education research to support improved outcomes for students. Flanshaw Road School is the lead school for a Ministry of Education “Learning Change Network” project that is focused on raising student achievement in West Auckland.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (The Code) established under section 238F of the Education Act 1989. At the time of this review there was one international student attending the school. The school has attested that it complies with all aspects of the Code. ERO’s investigations confirmed that the school’s self-review process for international students is thorough.

The school provides its international students with a very good standard of education that includes English language tuition. Students are warmly welcomed and enjoy many opportunities to participate in school activities. The school provides high quality pastoral care for its international students and ensures that these students are well integrated into the life of the school.

Board assurance on legal requirements

Before the review, the board of trustees 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:

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

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

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.


Flanshaw Road School effectively promotes student learning. Students enjoy and engage in the learning process. They benefit from the school’s well delivered broad and relevant curriculum. The school responds to its diverse community and effectively engages parents and families in real partnerships that support children’s learning.

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

Dale Bailey

National Manager Review Services Northern Region

8 August 2014

About the School


Te Atatu South, Auckland

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Number of international students


Gender composition

Boys 50% Girls 50%

Ethnic composition


NZ European/Pākehā






Cook Island Māori


Middle Eastern

other Pacific














Review team on site

June 2014

Date of this report

8 August 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

July 2011

May 2008

February 2005