Central Auckland Specialist School

Education institution number:
School type:
Special School
School gender:
Not Applicable
Total roll:

48 Smallfield Avenue, Three Kings, Auckland

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Central Auckland Specialist School

Te Ara Huarau | School Profile Report 


This Profile Report was written within six months of the Education Review Office and ​Central Auckland Specialist 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. www.ero.govt.nz

This report is part of a nationally coordinated evaluation of 27-day specialist schools during the second half of 2023. This included the development of day specialist school evaluation indicators by ERO with significant input from principals, staff and the Special Education Principals’ Association of New Zealand (SEPAnz). 


Central Auckland Specialist School is in Three Kings, Auckland. It provides education for students with intellectual disabilities, many of whom may also have physical, sensory or behaviour disabilities. Students are aged between the ages of five to 21 years old and are funded through the Ongoing Resourcing Scheme (ORS). The school has a base school and 10 satellite sites located in local host schools.  

The school employs a specialist therapy team that includes speech and language therapists, occupational therapists and physiotherapists who support the learning and wellbeing of students. The school also operates a large specialist teacher outreach service that supports ORS funded students enrolled in 33 schools in the Central Auckland area as well as providing fundholder services for a local primary school. 

In 2023, Central Auckland Specialist School opened Manulele o le Lumanai, a Samoan bilingual satellite class providing specialist education within a bilingual context where students can grow and express what it means to be Samoan. This is the first bilingual unit in a specialist school in New Zealand. 

The school continues to navigate and manage roll growth pressures along with the employment and property demands associated with this. 

The schools vision statement is ‘Inspiring Engagement, Realising Potential’ which is realised through its ‘Mahi Tahi’ approach to personalised curriculum.  Mahi Tahi enables students to successfully access the New Zealand Curriculum, and documents progress and achievement within authentic and meaningful contexts.  

​​Central Auckland Specialist School​’s strategic priorities for improving outcomes for students are: 

  • curriculum: develop and deliver a responsive curriculum through effective pedagogy 
  • capacity: grow our people, places, systems and structures to meet the projected growth of the school 
  • connection: strengthen our connections with whānau, host school, community agencies, services and each other. 

You can find a copy of the school’s strategic and annual plan on ​Central Auckland Specialist School​’s website. 

ERO and the school are working together to evaluate how effectively all staff use teaching and learning pedagogies to strengthen student engagement to increase equity and excellence. 

The rationale for selecting this evaluation is to:  

  • continue to use evidence-based teaching pedagogies that move beyond differentiation to personalisation of learning using a strengths-based approach 
  • further strengthen schoolwide capability and capacity in the use of internal evaluation to sustain effective teaching and learning practices. 

The school expects to see all students: 

  • realise their aspirations through their realising the school graduate profile  
  • increase their voice and choice in their own learning.  


The school can draw from the following strengths to support its goal to evaluate how effectively all staff use teaching and learning pedagogies to strengthen student engagement to ensure equity and excellence. 

  • A positive and purposeful school culture that celebrates students’ cultures and promotes wellbeing and sense of belonging. 
  • Highly effective and well-established leadership which establishes a strategic direction and schoolwide systems and processes that effectively lead a culture for school improvement. 
  • A schoolwide commitment for all staff to collaboratively develop best pedagogical practices to ensure the progress, achievement and learning outcomes for all students. 
  • An adaptive school curriculum that is innovative, creative and strengthened as it responds to individual students and supports highly personalised learning pathways. 
  • Strong, positive and trusting relationships underpin partnerships within the school and between whānau, host schools and the wider community. 

Where to next? 

Moving forward, the school will prioritise: 

  • continuing to strengthen teachers’ pedagogical content knowledge and evidence-based teaching practices 
  • developing and embedding a shared language of engagement for learning for students and staff 
  • strengthening evaluative processes and capabilities to ensure systematic, coherent and connected evaluation practices for ongoing school improvement and learner success.  

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​ 

​​9 April 2024​   

About the School  

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Central Auckland Specialist School

Board Assurance with Regulatory and Legislative Requirements Report ​2024​ to ​2027​ 

As of March 2024, the ​Central Auckland Specialist School​ Board has attested to the following regulatory and legislative requirements: 

Board Administration 




Management of Health, Safety and Welfare 


Personnel Management 






Actions for Compliance 

ERO identified the following area of non-compliance during the board assurance process:  

  • The school undertakes and documents a risk assessment as part of safety checking for staff.  
    [Children’s Act 2014 - Workforce Safety Checking] 

This area of non-compliance was promptly addressed by the school.  

Further Information 

For further information please contact Central Auckland Specialist 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​ 

​​9 April 2024​ 

About the School  

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home 

Central Auckland Specialist School - 19/12/2019

1 Introduction

A New School Assurance Review is a review of particular areas of school performance and is undertaken to specific terms of reference.

New School Assurance Reviews are generally undertaken within the first year of the school’s opening.

Terms of Reference

This review is based on an evaluation of the performance of Central Auckland Specialist School. The terms of reference for the review are to provide assurance to the community:

  • that the school is well placed to provide for students
  • that the school is operating in accordance with the vision articulated by the board of trustees.

2 Context

Central Auckland Specialist School (CASS) opened in January 2018. CASS provides education and therapy programmes for students from five to 21 years of age, who have high special educational needs.

Currently 140 students learn in the different sites across CASS. These locations are the base school at Smallfield Road, St Andrews Road (STAR) and satellite classes in Onehunga High School, Waikowhai Intermediate, Balmoral School, Dominion Road School, May Road School and Oranga Primary School.

3 Background

CASS has been established from the merger of the former Carlson and Sunnydene special schools. This has enabled a unique opportunity for sharing expertise, resources and communities to form the new school.

In preparation for the merger, trustees from the two schools initially worked as a combined board. The individual school entities ceased to exist from January 2018. A limited statutory manager (LSM) was appointed in 2017 to support the establishment board with employment and finance matters. This intervention was revoked at the beginning of 2019.

The school’s vision is: Inspiring Engagement - Realising Potential. The school’s values include Communication, Contribution and Creativity.

4 Findings

Preparatory work to establish the new school has been very well managed, particularly after the principal was appointed at the end of 2017. The pace of change and sequence of development have been well considered and strategically led by the principal. The LSM and a governance facilitator provided good support for the principal and leaders during the early establishment phase.

In 2018, leaders and staff worked collaboratively to establish the CASS vision and values. This work provided a valuable context for staff from both former schools to develop relationships and a shared purpose. The vision and values now underpin the school’s ongoing development and direction.

Leaders are committed to developing approaches that are meaningful and fit for purpose across the wide range of staff roles. Therapists, teachers and teacher aides work together to provide students with well-considered learning experiences and programmes. Staff and leaders are developing an increasingly clear understanding of management and leadership roles. Leadership opportunities are being offered to staff across a range of development areas.

During 2019 leaders and staff have worked together to design the CASS curriculum, develop a student leavers’ profile, and establish clear expectations around teaching practices in the school’s context. These developments are well considered, underpinned by research, and well-aligned with the New Zealand Curriculum (NZC). Useful and relevant frameworks are being implemented to guide learning programmes. The school curriculum is based around core and exploratory learning areas. Core learning area progressions have been developed to guide learning programmes and assessment for individual and groups of students.

Curriculum development has included a rethinking of the school’s communication and relationships with parents. As a result, staff and parents are engaging in increasingly learning-focused partnerships, with a strong focus on children’s learning programmes and achievement.

The recently elected board now operates under a standard constitution. Trustees are committed to the school’s vision and valued outcomes for students. They are very supportive of senior leaders’ comprehensive work to establish an innovative curriculum and teaching approaches that are strongly focused on students as learners. Trustees demonstrate a sound understanding of their governance roles. They are guided by relevant systems and documentation. Policies and procedures have been reviewed and tailored to the CASS context. Trustees are continuing to access external training and advice as needed.

The principal and board are working with the Ministry of Education and architects at an early design phase for the construction of purpose-built premises on the school’s new confirmed site. The school is not expected to be in this new facility until 2022. In the interim, the Ministry is supporting the refurbishment of aspects of both former base schools to ensure that students and staff work in environments that are conducive to learning. Considerable work is also underway to improve facilities for some satellite classes in their host schools.

Senior leaders have identified relevant next steps that include continuing to:

  • embed the curriculum and teaching and learning developments
  • develop assessment and reporting of student achievement
  • grow the capability of leaders, teachers and the board to evaluate the impact of practices and initiatives on outcomes for learners.

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:

  • school management and reporting
  • 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 students' 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.


Preparatory work for the opening of Central Auckland Specialist School has been very well managed by the establishment board, Limited Statutory Manager, governance facilitator, principal and leaders. An elected board of trustees is now in place and this good management continues. The school is well placed to support students’ learning and wellbeing. The charter’s vision and valued outcomes are evident in leadership and teaching practices and in inclusive learning environments.

ERO is likely to carry out the first full review of the school by the end of the third year of the school’s operation.

Steve Tanner

Director Review and Improvement Services

Northern Region

19 December 2019

About the School

LocationMt Roskill, Auckland
Ministry of Education profile number840
School typeSpecial School
School roll140
Gender composition

Boys 67%

Girls 33%

Ethnic composition


NZ European/Pākehā





Cook Island Māori

other Asian

other Pacific

other ethnic groups











Review team on siteNovember 2019
Date of this report19 December 2019