Silverdale School

Silverdale School

Te Ara Huarau | School Profile Report


This Profile Report was written within 7 months of the Education Review Office and Silverdale 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.


Silverdale School is in Millwater, on the Hibiscus Coast and caters for ākonga in years 1 – 6. The school’s mission is to “actively prepare each child to take responsibility for their own lifelong learning, values and behaviour, in partnership with the home and community”. The values are atawhai-kindness, hiranga-excellence, whakaute-respect and ngākau pono-integrity.

 Silverdale School’s strategic priorities for improving outcomes for learners are:

  • ensure places of learning are safe, inclusive, and free from racism, discrimination, and bullying
  • have high aspirations for every learner/ākonga, and support these by partnering with their whānau and communities to design and deliver education that responds to their needs, and sustains their identities, languages, and cultures
  • reduce barriers to education for all, including for Māori and Pacific learners/ākonga, disabled learners/ākonga and those with learning support needs
  • ensure every learner/ākonga gains sound foundation skills, including language, literacy, and numeracy.

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

ERO and the school are working together to evaluate how effectively the current literacy initiatives can enhance the delivery of reading and writing and create equitable outcomes for all ākonga.

The rationale for selecting this evaluation is to: 

  • raise the achievement of identified priority learners, including boys and Māori 
  • further support the development of teaching practices to promote the consistent implementation of literacy initiatives
  • grow the collective capacity of all staff to achieve system shifts in literacy practices to support ākonga to achieve excellent and equitable outcomes.

The school expects to see:

  • improved and sustained achievement in literacy overtime throughout the school
  • ākonga who are consistently well supported to achieve success, particularly those learners who need it most
  • strengthened relationships that support learners' language, culture and identity to enhance learning outcomes
  • effective whānau partnerships sustained through a planned strategic approach to improve ākonga outcomes
  • collaborative approaches that enhance trust and nurture respectful interactions between home and school to deliver whānau aspirations.


The school can draw from the following strengths to support its goal to enhance literacy programmes so that every learner/ākonga experiences sound learning:

  • teachers use of literacy teaching and assessment strategies that track ākonga progress and develop their next steps
  • standardised literacy progressions and consistent schoolwide processes to identify, monitor and respond to learners who require additional learning support
  • strong curriculum knowledge and resourcing to provide effective implementation of literacy initiatives across the school
  • effective and distributed staff leadership with good use of individual strengths to support the building of teaching capacity.

Where to next?

Moving forward, the school will prioritise: 

  • embedding a consistent approach to teaching and learning to grow and sustain ākonga achievement in literacy
  • evaluating initiatives to ensure that teaching practices are making positive changes to ākonga achievement.

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

20 February 2024

About the School

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

Silverdale School

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of May 2023, the Silverdale 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 the Silverdale 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

20 February 2024

About the School 

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

Silverdale School

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 Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. No international students were enrolled at the time of the ERO review.

Shelley Booysen
Director of Schools

20 February 2024

About the School 

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

Silverdale School - 26/09/2018

School Context

Silverdale School has a 140 year history on Auckland’s Hibiscus Coast, as a full primary school catering for students up to Year 8. Currently, there is a growing roll of approximately 680 students. In 2006, the school moved to its present site in the new suburb of Millwater. The board of trustees has effectively managed significant roll growth since 2012. From 2019, the school will see further change when it becomes a contributing primary school for Years 1 to 6 only.

The school has a new leadership team. The current principal was appointed just prior to the 2015 ERO review. All other senior and team leadership positions have been appointed since 2015. The school’s mission is to “actively prepare each child to take responsibility for their own lifelong learning, values and behaviour, in partnership with the home and community”. The values of atawhai-kindness, hiranga-excellence, whakaute-respect and ngākau pono-integrity, are well known by students. The school’s ‘Learn to Journey – Journey to Learn’ vision prompts all to be learners and inquirers.

Since the 2015 review, the school has worked successfully to address ERO’s findings, and to further develop operations at all levels. It has also joined the Orewa Community of Learning|Kāhui Āko, working in partnership with other local schools and services.

The school’s long-term goals include continuing to enhance:

  • a future-focused, engaging curriculum
  • accelerated learning in literacy and numeracy
  • authentic, learner-centred inquiry
  • student wellbeing
  • strong community partnerships.

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

  • achievement in reading, writing and mathematics
  • programmes that promote other curriculum areas
  • wellbeing and attendance
  • education outside of the classroom
  • values-related learning programmes.

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?

Silverdale School effectively promotes equitable and excellent learning outcomes. It has sustained high levels of student achievement in reading, writing and mathematics since the 2015 ERO review. The school has achieved parity for Māori students in these learning areas.

The school continues to enhance and introduce initiatives within the broad curriculum, to further enrich outcomes for all of its students.

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

The school works well to accelerate progress in learning for those students who require additional support. The school’s analysis of achievement data identifies the individuals and groups of students that the school continues to support. Appropriate goals and targets are defined for these groups, and teaching teams work in a deliberate way to accelerate their progress. This includes a focus on boys’ writing and on supporting English language learners’ literacy achievement.

Strong systems are in place to identify all students’ strengths, interests and needs. Progress is celebrated and students enjoy a sense of achievement. Teams work collaboratively to identify effective teaching and learning practices that are likely to have a positive impact on progress. Teachers initiate innovative programmes to enhance engagement, wellbeing and achievement. The board resources these programmes strategically.

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 board provides sound governance, with a strong focus on growing a community of learners. The school’s vision, mission, values and goals are well promoted. There is coherence between strategic planning, curriculum and programmes. Students’ engagement, wellbeing and learning are central to decision making at all levels. The board is kept well informed about valued student outcomes.

The school has effective and reflective leadership. Distributed leadership is supported by defined roles and responsibilities. Working closely together, the principal, senior leaders and team leaders actively foster a culture of collaboration with defined and well understood systems for support.

Teaching teams embrace innovation and collaboration. They are well supported to increase their professional capability. Teaching teams inquire into research about best practice and this helps them to foster adaptive practice in supporting positive outcomes for students. These well considered approaches contribute to the review and development of the school’s curriculum in an ongoing and reflective way.

The school has significantly strengthened its commitment to promoting Māori success over the past three years. A strong te ao Māori component is evident in the school’s curriculum. Staff enthusiasm and expertise has enabled all of the school to make this journey with board and management support. Te reo and tikanga Māori experiences are given a high profile, honouring the school’s Treaty of Waitangi commitment.

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

To further enhance school performance, it would be worthwhile for the board and leaders to review strategic planning processes to refine goals and targets. This review could include formalising opportunities for the board to revisit and evaluate progress towards goals and targets.

The school charter could better reflect the strong bicultural commitment that is evident in the culture and practices of the school. This could be a separate statement from that relating to the other diverse ethnicities that comprise the changing school community.

School review practices are useful, and there is scope to define a more planned approach with key steps in the school’s strategic ‘Why’ model. This could guide more robust, formal evaluation of various innovations and recent initiatives in curriculum, teaching and learning, and their impact on student outcomes.

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 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 three international students attending the school.

Pastoral care of international students is well considered. Students are supported effectively to integrate with their new peers and their environment, as they settle into a New Zealand setting. The structure of support fully involves parents in conversations about their children’s learning and progress in acquiring English language, and their sense of belonging and wellbeing.

4 Going forward

Key strengths of the school

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

  • collaborative governance and distributed leadership
  • teaching and learning programmes that respond to diverse student needs
  • student-centred inquiry approaches that lead to innovation and create a responsive curriculum.

Next steps

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

  • refining and aligning strategic goals and targets
  • re-defining bicultural and multi-ethnic commitments in the charter
  • further developing internal evaluation guidelines and practices.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in three years.

Violet Tu’uga Stevenson

Director Review and Improvement Services

Te Tai Raki - Northern Region

26 September 2018

About the school

LocationSilverdale, Auckland
Ministry of Education profile number1482
School typeContributing School Years 1 to 6
School roll658
Gender compositionBoys 51% Girls 49%
Ethnic compositionMāori
other ethnic groups
Students with Ongoing Resourcing Funding (ORS)No
Provision of Māori medium educationNo
Review team on siteAugust 2018
Date of this report26 September 2018
Most recent ERO report(s)Education Review 
Education Review
Education Review
June 2015 
May 2012 
March 2009