Summerland Primary

Summerland Primary - 27/09/2019

School Context

Summerland Primary caters for students in Years 1 to 6. The largest group of students is Indian. The school’s roll has grown. It includes significant groups of students who are Māori, Indian, Chinese, or have Pacific heritage. There are smaller groups from other diverse backgrounds.

The school vision states “Summerland Primary School - More than a School”. The board’s ambition is to add depth and value to students’ lives and enriching the community. The school values are fun, team, success, respect and integrity.

The board’s strategic goals for 2019 highlight quality teaching practices. Its aim is to be known as a learning community through personalised learning, and as a school where innovation is championed.

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

  • progress and achievement, trends and patterns, in reading, writing and mathematics
  • longitudinal information about students’ accelerated progress in reading, writing and mathematics
  • progress and achievement in relation to reading, writing and mathematics targets
  • achievement in Science in relation to the levels of The New Zealand Curriculum (NZC)
  • students’ wellbeing.

The board and leaders have addressed the next steps identified in the ERO’s 2014 report very well. A new leadership structure includes two co-principals, a new deputy principal, and a new team coordinator. Leaders and teachers have participated in a significant amount of professional learning and development. The school is a member of Te Kāhui Ako o Waitakere, Waitakere Community of Learners.

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 maintains a strategic focus on ensuring equity and excellence in student achievement and outcomes for all its students.

School achievement data is well analysed in relation to the board targets, year levels and ethnic groups. School information identifies disparity for Māori learners, Pacific learners and boys. Board achievement targets change annually to address priority groups at risk of not achieving.

Schoolwide information for 2017 and 2018 indicates that most students achieve at or above curriculum expectation in mathematics. The large majority of students achieve at or above expectations in reading and writing. Longitudinal information shows that a good number of students, including Māori, make accelerated progress in reading, writing and mathematics.

Students who have English as an additional language, and students with additional learning needs, are well supported. Over time, many students demonstrate significant improvement related to dispositional capabilities such as confidence, interpersonal skills and social skills.

Students achieve very well in relation to other valued outcomes. They see themselves as successful and competent learners. Students learn a variety of skills that promote questioning, thinking, curiosity and creativity. The school’s positive school culture helps students to:

  • have a strong sense of self and wellbeing
  • be optimistic, and socially and emotionally confident
  • be enthusiastic about leadership opportunities.

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

The school has many alternative systems, processes and programmes in place to accelerate students’ learning progress.

‘One size fits one’ is a school philosophy that personalises support and provision for students. Leaders and teachers are very aware of the numbers, names and needs of students at most risk of not achieving.

Te Ara Ako (Māori Academy), a mana enhancing programme, supports all Māori learners to become more confident in their language, culture and identity. Pacific students experience targeted learning opportunities that affirm their identity and culture. Students who have special abilities and strengths participate in enrichment and extension programmes.

Teachers identify, monitor and use specific strategies that support individual students to achieve. They reflect on and adapt their practice to ensure students’ needs are met. Teachers engage in professional development that promotes explicit teaching strategies that help to accelerate learning, particularly in reading.

A coordinated approach ensures diverse educational needs are well met. The board funds a significant number of learning assistants. They provide support for students to progress their learning and to have success through a variety of in-class and withdrawal learning experiences.

Hauora, whānau connections and positive relationships are prioritised. Leaders, teachers and a school social worker who is funded by the board provide individual attention for children and families who require extra support.

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?

Building respectful, collaborative relationships with students and their families is a school priority. Inclusive practices are well embedded. Parents are kept well informed about their children’s progress and achievement in relation to valued outcomes. Transition processes into, through and out of the school are focused on what is best for each child.

The board demonstrates a strong commitment to representing, and actively serving the education and school community. Trustees have well established succession and mentoring processes in place. The board provides significant resourcing to support teaching and learning, professional growth and staff wellbeing.

Leadership is highly effective. School leaders provide strong professional guidance through a scaffolded process that improves schoolwide professional practice. They foster a collaborative team approach and build relational trust with students, staff and the community. Organisational systems and structures enable collaborative learning and decision making to be sustained.

Negotiated and personalised professional learning is a feature of the school that contributes to improved individual and collective capacity. Individual teacher strengths are valued and developed through deep learning and thought-provoking inquiry processes. Robust appraisal processes foster teachers’ professional integrity and support for students to be successful.

Internal expertise and significant external professional development promote change and innovation. An extensive breadth of research underpins leaders’ and teachers’ new learning. Te Kāhui Ako o Waitakere is an established professional learning community that encourages professional dialogue and critique, and creates further knowledge building at this school.

Students learn in caring, collaborative environments where school values are highly evident, and their sense of agency is fostered. Students’ thinking is highly valued and visible. They have good opportunities to contribute to learning programmes that are based on their interests, and where they can make their own discoveries.

The curriculum design and school organisation ensure sufficient and equitable opportunities for student learning. Capable teachers use high quality teaching strategies effectively. There is a strong focus on teaching a range of approaches that promote a consistent ‘language of learning’. A te ao Māori world view is well integrated. Science and Art are special features of the curriculum. Specialist programmes such as the Science Academy and Te Ara Ako enrich student’ learning experiences. Parents value opportunities to contribute to and participate in the curriculum.

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

The board is committed to improving educational success for all students. Developing strategic plans for enhancing greater educational success for Māori and Pacific learners should highlight a more intentional focus on addressing disparity and further improve outcomes for these groups of students.

Future training for the new board could include exploring the New Zealand School Trustees Association document Hautū: Māori Cultural Responsiveness Self Review tool for Board of Trustees. This would help the board to evaluate the extent to which the school meets its responsibility for promoting greater success for Māori learners.

Leaders and teachers continue to review aspects of the school’s curriculum to enhance outcomes for students. Further developments include strengthening the local curriculum and the school’s digital curriculum, and exploring other leadership experiences for students.

Leaders are committed to engaging with parents/whānau. Strengthening learning partnerships with parents/whānau of those children most at risk of not achieving could help increase parity for students who need this focus.

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.

No international students were enrolled at the time of the ERO review.

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 Summerland Primary’s performance in achieving valued outcomes for its students is: Strong.

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:

  • inclusive practices that support respectful relationships with students and parents/whānau
  • trustees’ very good representation of and service to the school community
  • highly effective leadership that provides strong professional guidance for improving professional practice
  • a well-designed curriculum that ensures students learn in caring and collaborative environments.

Next steps

For sustained improvement and future learner success, a priority for further development is strengthening learning partnerships with parents/whānau of those children most at risk of not achieving.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

27 September 2019

About the school


Henderson, Auckland

Ministry of Education profile number


School type

Contributing School

School roll


Gender composition

Boys 53% Girls 47%

Ethnic composition

Māori 12%
NZ European/Pākehā 14%
Indian 18%
Chinese 11%
Samoan 8%
South East Asian 8%
other Asian 8%
other Pacific 6%
other ethnic groups 15%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

June 2019

Date of this report

27 September 2019

Most recent ERO report(s)

Education Review April 2014
Education Review October 2009
Education Review June 2006

Summerland Primary - 28/04/2014

1 Context

What are the important features of this school that have an impact on student learning?

Summerland Primary opened in 2002 to serve a new suburban development on the outskirts of Henderson. The school caters for Year 1 to 6 students, who come from diverse cultural backgrounds. Fourteen percent of students are Māori and ten percent have Pacific Island heritage. The school has a positive ERO reporting history.

Summerland Primary is strongly values based. The school values of “fun, integrity, respect, team and success” are clearly articulated by the leadership team and supported by parents, teachers and students. The emphasis is on building a learning community, with the individual child and their family/whānau at the centre of this partnership.

Since ERO’s 2009 review, the school curriculum has continued to broaden with developments to teaching practices in student negotiated learning and mobile e-learning. The curriculum provides many opportunities for families to learn and grow together. The board of trustees continue to oversee building developments as they respond to a staged school rebuild due to leaky buildings.

The school’s promotion and response to student wellbeing is extensive. Strong relationships and connections underpin all practices. School leaders foster relationships with families to support students’ individual pastoral and academic needs. Students, teachers and parents value being members of the school community and demonstrate a strong sense of belonging.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

School achievement information shows that over eighty percent of students are consistently achieving at and above the national standards in reading and mathematics. Achievement information in writing shows approximately seventy-four percent achieving at and above the national standard. Initiatives to engage Pacific families and raise the overall achievement of Pacific students have been successful. Achievement data indicates a significant rise in achievement levels for Pacific students, and as a group they are achieving at similar levels to the wider school population.

Māori students are represented across all achievement bands in the school. They achieve favourably in relation to national trends for Māori students, however, as a group of students, they are not achieving at the levels of the school community as a whole. A useful next step would be to track a cohort of Māori students over time at school to identify trends and patterns that may affect progress and achievement.

Good systems are in place to support teachers to make reliable overall teacher judgements in relation to the National Standards. Senior leaders are continuing to refine ways of reporting to parents and students more clearly in writing about their child’s progress in relation to the National Standards.

The board, senior leaders and teachers use achievement information well to make positive changes for learners. The board and senior leaders use achievement information to set school priorities and achievement targets, design curriculum programmes, and closely monitor progress. Teachers use achievement information to plan programmes to cater for their students’ different strengths and learning needs. Achievement information is also used by senior leaders and teachers to inquire into the effectiveness of teaching approaches and identify suitable professional learning and development opportunities for teachers.

Student enjoyment and engagement in the learning process is highly evident. Student engagement in learning is very well supported by the school’s culture of learning. The school value of “success” places emphasis on the student’s learning journey, and measures achievement as one of the end products. Staff and students have high expectations of themselves and others, and are self motivated learners. Students talk about their learning with confidence and see themselves as capable learners. They support the learning of their peers.

The school has inclusive and responsive practices and systems to support students with special learning needs. There is a shared commitment and responsibility for student progress on the part of teachers and learning assistants. This ensures students participate fully in appropriate learning programmes and classroom activities.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum promotes and supports student learning very effectively. While the curriculum has a strong focus on literacy and mathematics, it promotes a negotiated learning approach with students. The curriculum is based on principles of managed risk-taking, collaboration, reflection, and self management. Teachers support students to reflect on their own learning processes and encourage them to make decisions about their learning. Students enjoy and value this approach to learning, and are building their skills to participate in negotiating their own learning.

The curriculum builds on students’ interests and strengths. Opportunities for students to participate in different academies, namely science and the visual arts, are available to all students. Planned learning experiences that reflect the bicultural heritage of Aotearoa New Zealand are given an important place in the curriculum. There is a natural integration of information and communications technologies (ICT) to enhance learning opportunities for students.

Teachers are well planned and deliver the curriculum well. High quality teaching programmes are underpinned by respectful learning relationships and a strong professional learning school culture. Teachers share professional practice within pods and across the school. Comprehensive performance management systems support effective professional practice and growth. This culture nurtures innovation and contributes to ongoing expansion and change in the curriculum.

School leaders and teachers work together effectively with families, early childhood services and intermediate schools to support smooth transitions for students.

ERO and senior leaders have identified that a priority for the school is to continue to explore how the deliberate infusion of students’ language, culture and identity can help to shape future curriculum developments. This has the potential to promote further learning for students by building from what is familiar and relevant in their lives to new learning.

How effectively does the school promote educational success for Māori, as Māori?

Good progress is being made to promote educational success for Māori as Māori.

The school has eighty-seven students who identify as Māori. They have positive attitudes to school and learning. Māori student learning is supported by the school whānau organisation which promotes tuakana-teina relationships and holistic approaches to raising student achievement.

Māori students value the inclusion of aspects of Māori culture and language in the environment, curriculum and school practices. Whānau members support these learning activities by sharing their knowledge, further enriching school programmes and increasing opportunities to celebrate the backgrounds and cultural heritage of Māori students. A current priority for senior leaders is considering ways they can support teachers to grow their skill and confidence in successfully integrating te reo Māori into class programmes.

School leaders and teachers are proactive in fostering positive relationships with whānau. Māori are represented on the board of trustees. Whānau spoken to during this review say that they feel that they have a place at the school. This sense of belonging contributes to increased involvement in their children’s learning. Parents speak highly of the school initiatives that promote Māori success as Māori.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is very well placed to sustain its current good practices and continue to grow its performance and innovative practice.

The board provides effective governance. There is a unity of purpose through the shared school vision and good working relationships between the board and management of the school. Trustees are well informed about curriculum developments and student achievement. Board decision making is strategic and has a focus on improving outcomes for all students.

Leadership in the school is highly effective. The principal and senior leaders are instrumental in building leadership capacity across the school. There is a focus on growing leadership at all levels. School leaders recognise staff and students’ capabilities to complement and enhance school development. Students and staff are well aware and responsive to the high level of trust that school leaders have in them as learners and professionals. School leaders have established an effective learning community.

Self review is used well to sustain and improve the school’s performance. Ongoing critical reflection and outcomes of self review provide clear rationale for improvement in curriculum design, teaching practice, and future directions for the school. Students, staff and the school community are consulted as part of the review process. The board and school leaders build networks with other schools, and make good use of external advice and sound educational research to support improved outcomes for students.

Provision for international students

Summerland Primary provides its international students with a very good standard of education and support. An effective programme supports their English language development. Students are warmly welcomed and enjoy many opportunities to participate in school activities. The school provides high quality pastoral support for these students.

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. At the time of this review there were three international students attending the school. The school has attested that it complies with all aspects of the Code. EROs investigations confirmed that the schools self-review process for international students is thorough.

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:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in four-to-five years.

Dale Bailey

National Manager Review Services

Northern Region

28 April 2014

About the School


Henderson, Auckland

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Number of international students


Gender composition

Boys 50%

Girls 50%

Ethnic composition


NZ European/Pākehā


Pacific Nations





other Asian

other European













Review team on site

March 2014

Date of this report

28 April 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2009

June 2006

May 2004