Deep Creek Road , Torbay, Auckland
View on mapTorbay School
Torbay School
School 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.
About the School
Torbay School provides education for learners in Years 0 to 6. A large majority of learners identify as European and Pākehā, and the school roll was 593 students at the beginning of 2025. The school has a commitment to collaborative learning and values nurturing the talents and abilities of all learners.
Part A: Parent Summary
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? | The school is working towards high levels of success and progress for all learners. |
What is the quality of teaching and learning? | The school is improving teaching and learning. |
How well does the school curriculum respond to all learners needs? | Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals. |
How well does school planning and conditions support ongoing improvement? | School planning and conditions to support ongoing improvement to the quality of education for learners are well established. |
How well does the school include all learners and promote their engagement and wellbeing? | The school successfully promotes learners’ engagement, wellbeing and inclusion. |
How well does the school partner with parents, whānau and its community for the benefit of learners? | The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions. |
Student Health and Safety | The school board is taking reasonable steps to ensure student health and safety. |
Achievement in Years 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
Reading | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
Writing | A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
Mathematics | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
Attendance
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school is developing good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
An explanation of the terms used in the Parent Summary can be found here: Reporting | Education Review Office
Part B: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Leadership and staff create positive outcomes for a large majority of learners in reading and mathematics through newly implemented structured literacy and mathematics programmes. The school offers high levels of inclusion underpinned by evidence-based inclusion research.
Learners support each other to access the curriculum. A stable and experienced leadership team create appropriate conditions that support the school’s strategic agenda.
A student-centred philosophy includes the teaching of reading, writing and mathematics for at least one hour per day. A broad integrated curriculum is underpinned by a collaborative teaching model.
Leaders and teachers regularly evaluate student outcomes to inform teaching practice and leadership provides appropriate professional development that continues to build the collective capacity of teachers and learning assistants.
The school is well-governed and has strong links to the community, following good practice when dealing with challenging scenarios.
Key priorities and actions for improvement
The agreed next steps for the school are to:
- extend effective practices that improve outcomes in writing, particularly for boys
- further embed structured literacy across all year levels to align with the school’s curriculum
- implement structured mathematics schoolwide to improve outcomes for learners
- investigate and implement assessment tools that align with the new curriculum areas to ensure robust and consistent teacher use of assessment tools supported by clear teaching guidelines
- maintain a focus on increasing attendance to meet the government target.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
- continue to refine targeted teacher professional development in the teaching of writing
- introduce structured literacy in the senior school to embed effective literacy teaching schoolwide
- develop a plan to implement a structured mathematics programme schoolwide
- explore and establish assessment tools and linked teacher professional development to support teachers use of assessment to improve learning
- leaders continue to collect and monitor attendance data to ensure there is a continued focus on increasing attendance
Annually:
- evaluate and report on the impact of teacher professional development in structured literacy, including writing, on learners’ progress and achievement
- evaluate, report and plan for the ongoing implementation of structured literacy and mathematics to make ongoing programme adjustments
- review and report on teachers’ consistent use of assessment tools to better target teaching and support improved learning programmes
- analyse and report on attendance data to the board to ensure a continued focus on attendance.
Actions taken against these next steps are expected to result in:
- improved outcomes for all learners in writing, with greater equity in outcomes for boys
- structured reading and writing programmes that align with the curriculum
- structured mathematics programme improving schoolwide student’s progress and achievement
- assessment tools more consistently used by teachers across the school to enable increased student progress and achievement in literacy and mathematics
- attendance meeting government targets within the expected timeframe.
Part C: Regulatory and Legislative Requirements
Provision for International Students
Background
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.
Findings
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 and has completed an annual self-review of its implementation of the Code.
At the time of this review there were 14 international students attending the school, and no exchange students.
International students fully participate in all areas of school life and make good progress during their time at Torbay School. They experience positive and inclusive relationships with their peers and school staff.
The school has thorough processes for annual self-review that provide reliable information about aspects of the provision for international students. School governance and leadership are well informed about international students’ wellbeing, learning and engagement.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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 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
Sharon Kelly
Acting Director of Schools
19 May 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Torbay School - 15/07/2019
School Context
Torbay School on Auckland’s North Shore caters for children in Years 1 to 6. The school values its connections with the outdoor environment and waterways of the Waitemata Harbour. The school has strong intergenerational connections and significant links with the community. The school community has recently become more culturally diverse, with many children and families who now speak more than one language.
The school motto, ‘Endeavour with Honour’, underpins the school vision of ‘Flying High – Learning for Success’. Key strategic goals include: learners achieving to their full potential, safe and supportive environments, and effective community relationships.
Torbay School’s ‘Care Values’ focus on social dispositions and key competencies for children’s wellbeing. These include commitment, aroha, respect, responsibility and excellence.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
- achievement in reading, writing and mathematics
- achievement in relation to school targets
- additional learning support
- attendance information
- participation in outdoor education programmes.
Since the 2014 ERO evaluation the school has appointed a new principal, introduced a new leadership structure and begun a comprehensive review of curriculum.
Torbay School is a member of the Oneroa 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 achieving equitable and excellent outcomes for all children. The school’s achievement information over the last four years shows most children are achieving expected national curriculum levels in reading, writing and mathematics. Māori and Pacific learners are achieving at similar good levels to overall school achievement.
Leaders and teachers identify achievement disparity for specific groups of children, who achieved less well in 2018. A variety of initiatives have been implemented to specifically lift the achievement of these groups. These initiatives are well monitored to track ongoing progress.
Children achieve very well in relation to other valued outcomes. The school has developed a framework of learning and social dispositions, key competencies and school values to grow children as lifelong learners. Children know these as ‘Learner Powers’. As learners, children aspire to be resilient, reflective, innovative, curious and collaborative.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
The school responds very well to all children whose learning needs accelerating. The school’s 2018 achievement data show that some targeted individual children and groups make accelerated progress.
The school has very good systems for identifying children who need additional support. Children who are at risk of not achieving in literacy and mathematics are identified early and effective strategies are implemented to support their learning. Good schoolwide processes are in place to monitor children’s progress. Learning support strategies are specific and targeted, and include class-based and additional learning support programmes.
Leaders and teachers place a high priority on responding to the learning needs of all children who need to make accelerated progress. They work alongside children in inclusive classroom environments. Teacher aides are well used to support children with additional learning needs. Children and whānau contribute to developing strategies for their next steps in learning.
Children are well supported to experience success across all areas of 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?
The board represents and serves the school and its community well. Trustees are very supportive of the new principal in his leadership of the school vision, values and strategic direction. The board has a focus on staff wellbeing, and resources a range of professional development opportunities for staff to build their professional capacity.
The principal is very effectively leading a process of change across the school. A restructured leadership team has been introduced to support ongoing school improvement and innovation. Emerging leaders are being identified, and empowered in their professional leadership. This distributed leadership model is building leadership capacity and capability across the school.
Leaders and teachers have high expectations for teaching and learning. They provide an orderly and supportive learning environment that is conducive to children’s learning and wellbeing. The ‘Learner Powers’ and ‘Care Values’ are highly evident in the curriculum and visible throughout the school environment.
The school’s ‘Te ao Māori’ plan is being coordinated by a new leader. Its aim is to consolidate teachers’ and children’s knowledge of te reo, tikanga and te ao Māori.
A play-based learning curriculum, Wā Kitea, works very well to support children’s transition into school from early learning services and to scaffold their early school learning.
The school’s curriculum enables the development of:
- programmes that build children’s oral language, vocabulary, reading, mathematics, and science problem-solving skills
- inclusive and differentiated learning programmes that cater for children’s needs, strengths, and abilities
- opportunities for physical education and education outside the classroom.
Children learn in creative, focused learning environments. Classrooms are inclusive, and students with additional needs or abilities participate in learning that provides appropriate support or challenge. Digital tools are highly evident and well used. Students use digital tools to regularly share their learning and create learning partnerships with their whānau/parents.
Senior leaders are currently undertaking a schoolwide review of the school’s curriculum and assessment. They plan to promote greater coherence in curriculum design and delivery within year levels and across the school.
Self review is widely used to support decision making. Leaders have appropriately identified that self review could now be strengthened by using an evaluative model of internal evaluation to guide improvement and innovation.
Parents, whānau and the community engage in joint activities and interventions to improve outcomes for children, and to ensure positive transitions from early childhood and through the school system. The kāhui ako is building connections and support for learners, teachers and leaders. This strengthens learning pathways for students and whānau within the local area.
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 planned development priorities that include:
- deepening leaders’ and teachers’ understanding of te ao Māori to positively impact the wellbeing and learning outcomes for Māori learners
- ensuring meaningful connection and consultation with Māori whānau is established and embedded as part of the school’s culture
- increasing the alignment of key aspects of the curriculum, such as assessment, planning and evaluation
- developing the school’s leadership structure to support teaching and learning across the school.
3 Other Matters
Provision for international students
The school is a signatory to theEducation (Pastoral Care of International Students) Code of Practice 2016(the Code)established undersection 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 seven international students attending the school.
The school has well-established procedures for promoting educational progress of its international students. Students benefit from the school’s pastoral care systems and its inclusive, positive environment. English language programmes support the students to participate successfully across the curriculum, and help them to integrate positively into all aspects of school life.
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 Torbay 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:
- the new principal‘s leadership that builds, supports and models high expectations, and promotes a collaborative culture of ongoing improvement and learning
- caring and inclusive learning environments that are responsive to children’s wellbeing and learning needs.
Next steps
For sustained improvement and future learner success, priorities for further development are to:
- deepen leaders’ and teachers’ understanding of te ao Māori to positively impact wellbeing and learning outcomes for Māori learners, through connection and consultation with Māori whānau
- develop a child-centred integrated curriculum that promotes alignment across the school
- strengthen internal evaluation to ensure rigour and depth in all aspects of the school (board, leadership, staff) to support ongoing improvement and innovation.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
15 July 2019
About the school
Location | Torbay, Auckland |
Ministry of Education profile number | 1538 |
School type | Contributing Years 1-6 |
School roll | 573 |
Gender composition | Girls 52% Boys 48% |
Ethnic composition | Māori 3% NZ European/Pākehā 82% Asian 11% other ethnic groups 4% |
Students with Ongoing Resourcing Funding (ORS) | Yes |
Provision of Māori medium education | No |
Review team on site | May 2019 |
Date of this report | 15 July 2019 |
Most recent ERO report(s) | Education Review May 2014 Education Review August 2009 Education Review April 2003 |