Roberts Road , Te Atatu South, Auckland
View on mapThis Profile Report was written within 12 months of the Education Review Office and Freyberg Community School School 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
Freyberg Community School is an urban school located in Te Atatū South, Auckland, and provides education for students in Years 1 to 6. The school values of creativity, optimism, resilience and empathy form the vision for all learners at this school.
Freyberg Community School’s strategic priorities for improving outcomes for learners are:
develop effective teacher pedagogy across the school so that all learners can progress and achieve to their highest potential through quality teaching and learning
embed our localised curriculum to create rich opportunities for learning as ākonga progress along their learning pathways
develop understanding of the school values through the PB4L programme to improve the engagement, achievement and wellbeing of our learners
nurture a strong sense of belonging that is reflected in a positive community presence.
You can find a copy of the school’s strategic and annual plan on Freyberg Community School’s website.
ERO and the school are working together to evaluate how well school conditions are supporting ākonga to progress and achieve to their highest potential, as the school continues to raise the achievement, engagement, and wellbeing of its ākonga.
The rationale for selecting this evaluation is to achieve the school’s priority of meeting the needs of all ākonga as they progress and achieve to their highest potential through quality teaching and learning.
The school expects to see increased ākonga attendance, a continuation of equitable achievement, and enhanced student wellbeing reflected in the evaluation of data. The school is focused on continuing to grow and foster strong relationships and enhancing opportunities for ākonga to learn te reo Māori and tikanga Māori.
The school can draw from the following strengths to support it in its goal to evaluate how well school conditions are supporting ākonga progress and achieve to their highest potential, as the school continues to raise the achievement, engagement and wellbeing of its learners.
learners are making accelerated progress towards achieving excellent and equitable outcomes
the progress and achievement of Māori and Pacific learners are quickly responded to through an ongoing strengths-based approach and a te ao Māori and mātauranga Māori lens
ākonga with diverse learning needs are supported to realise their full potential
the school is refining and strengthening conditions, actions and practices that promote learner creativity, optimism, resilience and empathy
a continued focus on growing planning processes to improve learner outcomes.
Moving forward, the school will prioritise:
continuing to grow and foster strong relationships that support the aspirations, views, language, culture and identity of learners and whānau
providing equitable and sufficient opportunities to learn through tikanga Māori, te reo Māori, and mātauranga Māori.
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.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
15 February 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of August 2022, the Freyberg Community School Board has attested to the following regulatory and legislative requirements:
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For further information please contact Freyberg Community School Board of Trustees.
The next Board of Trustees 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.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
15 February 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
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.
Freyberg Community School has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code. At the time of this review there were no international students attending the school, and no exchange students.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
15 February 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Freyberg Community School provides high quality education for all students underpinned by the school’s vision of ‘life-long learning’. The importance of care, and creative and critical thinking supports learning. Students learn and achieve well in an inclusive environment that values diversity, student leadership and high expectations for all.
ERO is likely to carry out the next review in four-to-five years.
Freyberg Community School is located in Te Atatu South, Auckland. The school has a positive ERO reporting history and provides high quality education for students from Years 1 to 6. The school’s curriculum has a noteworthy focus on local, national and global issues.
A sustained feature of the school is the inclusive and welcoming culture that it provides for students and their whānau. Community education is strongly embedded within the school ethos. A vision of ‘life-long learning’ is actively promoted by the board of trustees, staff, students and whānau. The school's core values emphasize the importance of care and creative and critical thinking and underpin an holistic approach to learning and pastoral care.
The school is led by an experienced, long-serving principal. High quality professional leadership is founded on a strong research base. The school is participating in professional development opportunities through a Ministry of Education Community of Learning (CoL) initiative. The board has a very good understanding of governance and is committed to developing and sustaining high quality school practices.
ERO’s previous review of the school in 2012 identified many areas of good performance. The ERO report also recommended some developments to improve aspects of performance. These included strengthening reflective practices to help teachers further raise student achievement, continuing to consolidate school-wide systems for supporting Māori students to succeed as Māori, and further improving outcomes for Pacific students. The school has responded very well to these recommendations.
The school uses achievement information very well to make positive changes to learners’ engagement, progress and achievement. The board of trustees makes very good use of analysed achievement information provided by the principal to make carefully considered decisions aimed at improving outcomes for students.
A school culture of high expectations promotes student progress and achievement. Teachers work collaboratively and have robust processes in place to set targets and review how well they are meeting them. Comprehensive analysis of achievement information is evident and informs effective teacher practice.
The school’s National Standard achievement information for reading and mathematics compares favourably with other schools locally and nationally. Effective processes are helping to accelerate achievement for some students in writing. School information shows that strategies to support Māori and Pacific achievement are monitored and reviewed, and are producing significant progress and lifting achievement over time.
High importance is placed on ‘knowing the student’. Senior staff and teachers are proactive in identifying and addressing student needs. Students are highly engaged in their learning and are supported by respectful relationships with teachers.
Students are curious and critical thinkers. They are motivated and active participants in classroom programmes. Students have opportunities to lead their learning. They work with others in a variety of ways in real life contexts. The care and support shown by students for their peers is strongly evident both in and out of the classroom.
Parents are given a range of opportunities to discuss the engagement, learning and progress of their children. Very good reporting gives students and parents a clear and comprehensive indication of how students are achieving. The Organisation for Economic Cooperation and Development’s (OECD) seven principles of learning have been introduced across the school and are contributing positively to student and community engagement.
The curriculum is highly effective in promoting student learning. It responds well to diverse groups of students in inclusive ways. Students who need support or extension are well catered for. A focus on equity and excellence informs the delivery of the school curriculum.
The curriculum builds on the notion of life-long learning. The aim is to give students a strong foundation for developing as future global citizens within a local community context. Students clearly display a strong sense of self belief and are confident to explore, question and ponder.
High quality and informative learning environments provide students with opportunities to extend their learning. Programmes strongly support a student-led approach. Students' enthusiasm for learning is evident and can be observed in meaningful conversations with peers and teachers. Tuakana-teina relationships contribute to a positive and respectful school tone.
Pacific students are very well supported in their learning. They have a strong sense of identity and are represented in many areas of school leadership. The school is currently engaging Pacific students and fanau in a project based trial. The board and principal could consider further ways to improve school initiatives for Pacific students.
Senior leaders foster a school culture of high expectations for teachers and students. They encourage teachers to continually reflect on, and make improvements to, their practice. The school's focus on collaboration and high quality teaching programmes underpinned by current theory helps teachers to deliver the school’s curriculum effectively to all learners.
Senior staff agree that appropriate next steps for curriculum development include:
Māori students have a strong sense of identity. They are confident and have high aspirations to succeed. They benefit from respectful relationships and the inclusive school culture where te reo Māori is a regular feature of the curriculum. Māori whānau regularly meet to discuss their aspirations for the school and how these aspirations might be achieved. A recently established parent-led group Te Roopu Whakamanawa, supports partnerships between Māori whānau and the school community.
The kapa haka group is well attended by students. This group is ably tutored and supported by students from a local high school. Students show enthusiasm and commitment to this group.
The teacher in charge of Māori success at the school has continued to have a positive influence. Good progress has been made with Māori initiatives identified in the Freyberg Community School Strategy. Senior leaders agree that it is now timely to review this strategy.
The board, senior leaders and teachers have a strong commitment to Māori success. Senior leaders and ERO agree that a next step is to consolidate and formalise the school’s approach in this area. The board could give consideration to how they might use Hautū: Māori Cultural Responsiveness Self Review tool for Board of Trustees to foster ongoing improvement and to explore Māori representation on the board.
Freyberg Community School is very well placed to sustain and improve its performance.
The principal provides strong professional leadership. She is influential in strengthening professional capability and collective capacity across the school. She is assisted by experienced and very able senior leaders who guide staff leadership development. Senior leaders continue to strengthen partnerships between the school, parents/whānau and the local community.
The school has a well-developed and consistent process for teacher appraisal. The process promotes high expectations for teachers to continually improve their practice. Meaningful professional development is well aligned to the strategic direction of the school. A reflective school culture helps leaders to monitor the effectiveness of ongoing initiatives. Sound processes for documenting self review are evident.
The board’s governance is strategic and improvement focused. Trustees know the school and wider community very well. They have a good knowledge of school policies and procedures and are also highly reflective. Very good reporting processes ensure that trustees receive well analysed achievement data to inform their decision-making.
The school’s involvement with the Community of Learning (CoL) initiative is enhancing leadership opportunities across the school. It also provides opportunities for wider community engagement. Freyberg Community School acknowledges the positive impact that this is having for their staff, students, parents/whānau and community.
The school is a signatory to the Code of Practice for the Pastoral Care of International Students established under section 238F of the Education Act 1989. At the time of this review there were no international students enrolled at Freyberg Community School. The school has attested that it complies with all aspects of the Code. ERO’s investigation confirmed that the school’s self-review process for international students is thorough.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
Freyberg Community School provides high quality education for all students underpinned by the school’s vision of ‘life-long learning’. The importance of care, and creative and critical thinking supports learning. Students learn and achieve well in an inclusive environment that values diversity, student leadership and high expectations for all.
ERO is likely to carry out the next review in four-to-five years.
Graham Randell
Deputy Chief Review Officer Northern
29 January 2016
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Location |
Te Atatu South, Auckland |
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Ministry of Education profile number |
1280 |
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School type |
Contributing (Years 1 to 6) |
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School roll |
413 |
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Number of international students |
0 |
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Gender composition |
Boys 52% Girls 48% |
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Ethnic composition |
Māori Pākehā Asian Pacific African Latin American Middle Eastern other |
23% 34% 23% 13% 2% 1% 1% 3% |
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Special Features |
Arohanui Satellite Classes |
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Review team on site |
November 2015 |
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Date of this report |
29 January 2016 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
October 2012 September 2009 June 2007 |