Panmure District School

Education institution number:
School type:
Full Primary
School gender:
Not Applicable
Total roll:

87 Mount Wellington Highway, Panmure, Auckland

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Panmure District School

Te Ara Huarau | School Profile Report


This Profile Report was written within 8 months of the Education Review Office and Panmure District 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.


Panmure District School caters for years 1-8 ākonga/learners and is in Panmure, Auckland. The school’s vision is for the learning community to work together to grow innovative, confident, resilient leaders and learners. Ākonga can articulate the school values of respect, integrity, self-management, and empathy.

Panmure District School’s strategic priorities for improving outcomes for learners are to:

  • grow holistically academic students

  • grow effective learning relationships

  • grow school culture

  • grow staff capacity.

You can find a copy of the school’s strategic and annual plan on Panmure District School’s website.

ERO and the school are working together to evaluate the school’s focus on ākonga progress and achievement and how well culturally responsive teaching practice provides equitable and excellent learning outcomes for all ākonga.

The rationale for selecting this evaluation is:

  • recognition and focus on mitigating the constraints of attendance, transience and multiple years of a global pandemic

  • ongoing strengthening of assessment practices to develop teachers’ data literacy and assessment for learning (AfoL) practices

  • to ensure that newly implemented curriculum delivery and assessment practices and processes are evidenced through quality teaching and learning outcomes.

The school expects to see:

  • culturally responsive teaching and learning, where ākonga identity, culture and language are evidenced in every classroom and across the school’s broad curriculum

  • explicit and consistent teaching practice focused on continuous improvement in literacy and numeracy

  • authentic ākonga learning inquiries that enhance wellbeing, agency and success for all ākonga

  • an inclusive school culture where learning relationships, high expectations and attending school every day are the norms

  • Kaiako and kaiārahi identifying multiple opportunities to build positive connections with whānau and the community, to celebrate ākonga successes.

The school can draw from the following strengths to support it in its goal to focus on ākonga progress and achievement, underpinned by relational and culturally responsive teaching:

  • learning is differentiated to meet ākonga needs

  • ākonga critical and creative capabilities are developed through arts, music and child-centred inquiry

  • a collaborative local curriculum accesses Panmure District School’s environment, its maunga/mountain, lagoon and local business to build ākonga engagement and agency

  • kaiako and Kaiārahi are committed to equity and to every learner feeling valued

  • established links to the local area, partnering with Ngāti Pāoa who are mana whenua of the school.

Where to next?

Moving forward, the school will prioritise:

  • kaiako and Kaiārahi evaluating and adapting teaching practices to support ākonga to meet expected targets.

  • building structured literacy capability with kaiako

  • continuing to develop coaching skills to further support teachers in their professional development

  • evaluating assessment to ensure individual needs are met.

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

26 May 2023

About the School

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

This school has Sommerville Special School satellite class on site.

Panmure District School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of September 2022, the Panmure District School, School 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 Panmure District School, 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

26 May 2023

About the School

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

Panmure District School - 05/08/2019

School Context

Panmure District School is a full primary school for students in Years 1 to 8. Pacific students make up 41 percent of the roll, with small numbers of Māori students and students from other ethnic groups.

Since the 2015 ERO review, a new principal was appointed at the beginning of 2017. New senior leaders have also been appointed. The recently elected board includes new members and trustees continuing from the previous board.

The school charter’s vision and values were developed in 2017 with parent involvement. The vision is ‘Working together to grow innovative, confident, resilient leaders’, and the values are Respect, Integrity, Self-management and Empathy (RISE).

The board’s strategic goals are to grow students academically and holistically, and build effective learning relationships, the school culture, and staff capacity to support these goals.

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

  • achievement and progress in reading, writing, mathematics
  • attendance and wellbeing
  • participation in school events.

The school is a member of the Maungakiekie 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 school is working towards greater equity and excellence in student achievement and outcomes. Unreliable achievement data prior to 2017 hinders the identification of trends or patterns over time. Greater rigour is now evident in assessment processes, data gathering, and the analysis and use of achievement information, to accelerate student progress.

The school’s information indicates that in general, over the past two years, the majority of students achieve well in relation to their expected curriculum levels in reading, writing and maths. Data indicate that there is some disparity in achievement between Asian students and others, and between girls and boys. Leaders and teachers are strategising ways to achieve greater parity between genders, and for Māori and Pacific students.

Writing is the current achievement focus for teachers’ professional development, and is strongly linked to their 2018 professional learning in reading. Teachers moderate their achievement judgements internally. There are also some opportunities to moderate their assessments with staff from other schools in the kāhui ako.

Students demonstrate:

  • a sense of pride and belonging in their school, appreciating and learning about diversity

  • positive attitudes to learning

  • confidence to take on increasing responsibility for their learning

  • collaborative learning with and from their peers.

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

The school is developing ways to accelerate student learning progress. There is a heightened sense of urgency to support students to make more rapid progress.

Over the past 18 months teachers have been participating in professional learning aimed at accelerating students’ progress in literacy. Teachers receive scaffolded support from the facilitator and senior leaders to change their practice to achieve better student outcomes. The positive impact of this support is beginning to be seen in teacher practice, student achievement, and students’ motivation and confidence to engage in learning.

During the past two years, strategies have been introduced to promote more rapid progress. These strategies include:

  • twice termly tracking of individual students’ progress, and adapting programmes to ensure that students have learning opportunities relevant to their achievement

  • deliberate planning at expected curriculum levels with scaffolded programmes for students who need this

  • relevant learning prompts and progressions in classrooms supporting students to better understand their achievement pathway

  • integrating literacy and mathematics through inquiry learning programmes to provide students with more connected learning, and support them to practise skills within the wider curriculum.

A senior leader has developed systems for the early identification of priority learners who have behavioural and/or achievement challenges. The leader is proactive in accessing external agencies’ support to help these students to engage and learn.

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 new principal has led the rapid changes evident across the school. The board has supported these improvements to ensure students have learning opportunities that support their development as confident, self-managing learners.

Professional leadership for student equity and excellence is guided by carefully considered, strategic decision-making. Good appointments have been made. This has resulted in a senior leadership team that has complementary educational strengths and experience. Leaders work with staff collaboratively. They guide changes and developments aligned to the school’s vision. They are pacing change for individual teachers while maintaining the momentum and sense of urgency for improving student outcomes.

Leaders show a strong commitment to adapting systems and practices to ensure a supportive environment for student learning and wellbeing. They have established an environment of ongoing, deliberate, evidence-based and evaluative thinking. Evaluation now includes the perspectives of students, staff and whānau/aiga.

The school curriculum has been developed to coherently link to the new charter vision, values and mission statements. There has been a significant shift to providing a curriculum that responds to student interests and choice. This new curriculum reflects the principles and values of the New Zealand Curriculum (NZC). In particular, the focus now is on supporting students to develop skills and competencies for self-efficacy in their learning.

Inquiry learning contexts are relevant to student interests, and provoke their interest in and actions for social responsibility. Play-based learning in the junior classes, and innovative learning environments in senior classes, have been introduced during the last two years.

Another significant shift is evident in the school’s energised professional learning environment. This has resulted from leaders’ high expectations for teaching practices to support students’ ownership of their own learning. Collaborative, supportive, learning-focused dialogue is encouraging teachers’ confidence to trial new approaches and change their practice. Relevant internally and externally facilitated professional learning is scaffolding teachers’ professional growth and understanding of effective practice.

During the past two years, the school has also undergone a significant culture change. Parents are now encouraged to come into the school, and their contributions are valued. Their perspectives and aspirations helped to shape the school’s new vision, values and curriculum. Parents who spoke with ERO appreciate the new leadership’s inclusion and valuing of the children and their families.

Since 2017 leaders have proactively established and maintained relationships with external agencies, local school networks, and the kāhui ako for better student outcomes. Personnel from many business organisations and education agencies show a strong commitment to supporting the school and its community.

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

Senior leaders have relevant plans to consolidate and continue improving the initiatives introduced during the past two years. Their main priority is to continue growing student agency in their learning. The aim is for all students to know about their current achievement, their goals and next steps, and their strategies to get there. To support this growth leaders have plans for:

  • further developing students’ use of learning progressions

  • embedding acceleration-focused teaching and learning

  • continued development of teaching practices that support student self-efficacy

  • further developing learning-focused partnerships with parents to support their children’s progress

  • providing English language learning programmes to support students with English as an additional language.

Work is currently underway to enhance the school curriculum with more local content, context and connections. This has included establishing a relationship with the Ruapotaka Marae. The marae is supporting the development of school protocols that align with local tikanga. It will also help to develop teachers’ understanding of local Māori history.

Senior leaders plan to continue developing teachers’ capability in evaluation and inquiry. In particular they will support teachers to strengthen their reflection on the impact of teacher practice and inquiry on student outcomes.

3 Other Matters

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. The school has not had international students attending the school for the past two years.

4 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 Children’s Act 2014.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Panmure District School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

6 Going forward

Key strengths of the school

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

  • leadership for student equity and excellence that is guided by carefully considered, strategic decision-making
  • an inclusive culture where the perspectives of students and their families are valued and used to guide key developments in the school
  • a curriculum that responds to students’ interests, and grows their self-management and ownership of learning
  • adapting systems and practices to ensure a supportive environment for student learning and wellbeing.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • continuing to grow students’ agency in their learning
  • embedding acceleration-focused teaching and learning
  • continued development of teaching practices that support student self efficacy
  • further developing learning-focused partnerships with parents to support their children’s progress.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

5 August 2019

About the school


Panmure, Auckland

Ministry of Education profile number


School type

Full primary (Years 1 to 8)

School roll


Gender composition

Boys 54% Girls 46%

Ethnic composition

Māori 13%
Tongan 21%
Indian 17%
Samoan 17%
Filipino 13%
other Asian 7%
other ethnic groups 12%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

June 2019

Date of this report

5 August 2019

Most recent ERO report(s)

Education Review May 2015
Education Review April 2012
Education Review May 2010