Pinehill School (Browns Bay)

Education institution number:
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School gender:
Not Applicable
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Cnr Hugh Green Drive & Spencer Road, Pinehill, Auckland

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Pinehill School (Browns Bay)

Te Ara Huarau | School Profile Report


This Profile Report was written within 12 months of the Education Review Office and Pinehill 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


Pinehill School is located in Brown’s Bay, Auckland. It provides education for students in years 1 to 6.

In the last few years there have been some changes to school leadership.  A new principal and a new senior leader have joined the school’s leadership team.

Pinehill  School has recently celebrated 25 years of service to the community.

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

  • Ako/ Learning: A future focus in teaching and learning

  • Hauora/ Wellbeing: Having an inclusive culture of care and equity

  • Whakawhanaungatanga/ Partnership: Build partnerships and community.

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

ERO and the school are working together to evaluate how well schoolwide teaching pedagogies in writing promote student engagement and improve achievement to ensure equitable and excellent outcomes for all learners.

The rationale for selecting this evaluation is:

  • focusing on extending all students to make accelerated progress and achievement in writing

  • ensuring all students engage in purposeful writing

  • consistently building schoolwide teaching strategies and assessment practices

  • reviewing the school literacy curriculum to align to professional development for teachers in writing.

The school expects to see a strengthened school literacy curriculum that aligns systems and processes, consistent schoolwide teaching pedagogies and assessment practices, and engages and extends all learners to enable equitable and excellent outcomes.


The school can draw from the following strengths to support it in its goal to evaluate how well schoolwide teaching pedagogies in writing promote student engagement and improve achievement to ensure equitable and excellent outcomes for all learners:

  • students participate and learn in caring, collaborative, inclusive communities

  • a highly collaborative leadership team promotes and participates in appropriate professional learning

  • a staff culture that is committed to learner engagement and accelerating achievement

  • community collaboration and partnerships that extend and enrich opportunities for students to become confident and connected in their identity, language and culture.

Where to next?

Moving forward, the school will prioritise:

  • the collation, analysis and interpretation of schoolwide baseline information data to inform appropriate next steps for students through effective teaching practices

  • strengthening inquiry processes so teachers collaboratively work towards sharing best practice to meet the needs of all learners.

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

28 March 2023 

About the School

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

Pinehill School (Browns Bay)

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of August 2022, the Pinehill School (Browns Bay) Board of Trustees 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 Pinehill School (Browns Bay) 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

28 March 2023 

About the School

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

Pinehill School (Browns Bay)

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 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 and no exchange students.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

28 March 2023 

About the School

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

Pinehill School (Browns Bay) - 30/09/2016

1 Context

The school has a positive ERO reporting history. The board comprises a mix of new and experienced trustees. Teachers have participated in professional learning and development to support their use of achievement information and to improve teaching and raise achievement levels for all children. Since the 2013 ERO review a new principal has been appointed and a new school leadership team formed.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are to provide them with a sense of worth, achievement and belonging through their learning journey. Importance is placed on children from all cultures being treated with respect and dignity. They are supported to actively work towards high standards of achievement.

The school’s achievement information shows that for 2014 there was a significant increase in numbers of children achieving at or above National Standards for reading and writing. Senior leaders report that assessment and moderation processes used by teachers have improved since the 2013 ERO review. Overall teacher judgements are now informed by children's ongoing learning and nationally referenced assessment tools.

As a result of this development, the school more accurately identifies groups of learners who are at risk of not achieving. Achievement information for 2014 and 2015 shows that approximately three quarters of all children achieve at above the National Standards for reading and mathematics, and two thirds of children are at or above the standard for writing.

The school has identified that there is a very small group of Māori students below the standards for reading, writing and mathematics. The overall achievement of boys in writing is below that of girls and girls overall achievement in mathematics is slightly below that of boys.

Since the last ERO evaluation the school has:

  • improved assessment processes to more accurately reflect how well children achieve in relation to the National Standards
  • realigned the school’s appraisal system to focus more on improved outcomes for children
  • restructured roles and responsibilities to provide more coherence to the school’s focus on what is best for learning.

3 Accelerating achievement

How effectively does this school respond to children whose learning and achievement need acceleration?

The school is responding to Māori children whose learning and achievement needs acceleration.

Raising Māori children's achievement is a priority for the school. A small number of Māori children achieved below National Standards for reading, mathematics and writing. The school has successfully accelerated the progress of some Māori children. School leaders recognise the importance of continuing to advocate and embed accelerated teaching and learning practices.

The board, school leaders and teachers have responded to the disparity between Māori and all children by implementing a variety of measures to raise achievement, particularly in writing and reading. Progress information for 2016 shows improved achievement with most Māori children tracking to be at or above National Standards in reading, writing and mathematics by the end of the year.

Senior leaders and teachers have also identified that while more boys than girls are currently achieving at or above National Standards in mathematics, more girls than boys are achieving at or above the national standard in writing. Senior leaders and teachers are monitoring these disparities and have planned appropriate review and development.

As part of initiatives to address any disparities, the senior leadership team has increased the frequency with which it provides the board with information about how well groups of learners are progressing. Trustees are committed to a responsive approach to accelerating the progress of children who are at risk of not achieving. They receive useful information that is assuring them that the board's investment in professional development and teaching resourcing is having a positive impact for all learners, particularly for Māori children and boys.

Professional development during 2016 has supported teachers to reflect on and discuss ways they can modify their teaching to cater for children’s individual learning requirements.

Because of small numbers of Samoan, Niue, Tongan and Fijian children, comparisons with other, larger groups of children proves difficult statistically. Each Pacific child's progress is monitored. As with Māori children, they have opportunities to use their prior experiences and knowledge as part of their learning.

Responsive in-class and specialist teaching approaches support children with additional learning requirements to progress towards, and in some cases achieve at, National Standards.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

The school’s curriculum and other organisational processes and practices are partly effective in developing and enacting the school’s vision, values, goals and priorities for equity and excellence.

The senior leadership team have appropriately identified that further development of some learning areas and student and teacher inquiry processes is likely to enhance enactment of the school's vision.

Broad curriculum themes allow children to build on their prior understandings and experiences outside school. Children, including those who have not easily engaged in learning, have good opportunities to pursue their various interests. Increasingly, teachers are using innovative collaborative learning strategies to complement small group teaching.

Māori children value their school as a place to learn and connect with their culture. Kapa haka is very popular in the life of the school and provides a means for all children to develop their understandings about aspects of tikanga Māori. By further strengthening the school's bicultural practice, Māori children will be better supported to be proud of who they are and confident in their learning.

Parents and whānau of Māori children appreciate the work the school does in supporting children who are at risk of not achieving. The school has begun to develop more meaningful hui with parents of Māori children to gauge their aspirations and ideas.

The new principal models high quality and collaborative leadership. She has worked well, together with the leadership team and the board to lift expectations for teaching and learning and focus on ongoing school development and improvement.

ERO affirms the board’s commitment to revising the school’s strategic plan to incorporate and act on the aspirations, ideas and contributions of parents and whānau. Having clearer school goals that reflect parent/whānau views will further inform and therefore strengthen teacher appraisal, annual planning and school operations.

The complementary nature of external and internal evaluation is valued by the board and school leaders as part of sustaining positive school developments and identifying next steps for continuous improvement.

School leaders have identified that active participation in professional networks such as communities of learning will contribute to accelerating the progress of children who are risk of underachieving. The achievement challenges identified by the Mid-Bays Community of Learning that the school joined in 2014 are consistent with the areas for development identified in this report.

5 Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for these children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children.

Areas discussed with the board for future development and evaluation include:

  • developing culturally responsive practices school-wide as part of enhancing learning outcomes for Māori and Pacific children, and supporting Pinehill School’s ongoing bicultural development
  • evaluating and revising the school’s shared expectations for teaching to drive the school’s focus on increasing children’s contribution to their learning
  • exploring ways the school can further develop meaningful partnerships with parents/whānau that are focused on learning, particularly with those parents whose children are at risk of not achieving.

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

6 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 the following:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • 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

  • processes for appointing staff

  • stand down, suspensions, expulsions and exclusions

  • attendance

  • compliance with the provisions of the Vulnerable Children Act 2014

  • provision for international students.

7 Recommendation

Pinehill School is embedding improved systems and processes to support teachers to accelerate the progress of learners at risk of underachieving. Strengthening partnerships with parents/whānau that are focused on improving learning will contribute positively to this development. In addition, further developing culturally responsive practices is likely to benefit all children.

Graham Randell

Deputy Chief Review Officer Northern

30 September 2016

About the school


Pinehill, Auckland

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Number of international students


Gender composition

Girls 51% Boys 49%

Ethnic composition







Middle Eastern


Latin American/Hispanic

other ethnicities











Review team on site

August 2016

Date of this report

30 September 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2013

May 2010

December 2006