54 Victory Road , Laingholm, Auckland
View on mapTēnā 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.
Laingholm School provides education for learners in Year 1 to 6. The school’s roll is currently 165. The school values inclusion and aspires to nurture students as unique learners.
| How well are learners succeeding? | Success and progress for all learners is increasing. |
| What is the quality of teaching and learning? | Learners benefit from good quality teaching practice that improves progress and achievement in reading, writing and mathematics. |
| 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 high quality education for learners are driving excellent school performance. |
| 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. |
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Writing | Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners. |
| Mathematics | Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
The school is approaching the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
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.
The school has 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.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
The school has an experienced, effective and stable leadership team. There are good planning coordination and assessment practices, with strong data analysis capability to inform teaching practice.
The school’s signature practice of ‘every student by name’ enhances student wellbeing and learning support and enables inclusion for all learners.
Students achieve well in reading, writing and mathematics and the school is embedding structured reading, writing and mathematics teaching and learning.
A comprehensive school curriculum is informed by kaupapa Māori principles. The school’s broad curriculum includes a strong emphasis on the arts, physical education and sport.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
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:
Yes
Yes
Yes
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
Director of Schools (Acting)
16 May 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Laingholm School caters for students in Years 1 to 6. New Zealand European/Pākehā students make up most of the roll. The next largest group is Māori. There are smaller numbers of students from other ethnicities.
The school’s key focuses are ‘our people, our place, our purpose’. These focuses inform strategic goal setting. The school promotes the values of honesty, excellence, aroha, respect, trust (HEART).
Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:
Since the 2016 ERO review there have been property upgrades and enhancements. Year 6 students are now learning in an innovative learning environment (ILE).
The school is a member of the Kōtuitui Community of Learning | Kāhui Ako.
The school has a strong focus on ensuring equity and excellent outcomes for all its students. The consistent trend in the school’s achievement information indicates that nearly all students achieve at or above expectations in reading, writing and mathematics.
Students who need challenge are well supported through an engaging curriculum. There is some disparity in achievement for boys in reading and writing. Māori students’ achievement is similar to that of other students.
Students with additional health, social, emotional, academic and other needs, are well supported to achieve their individual learning goals.
Students achieve very well in relation to the school’s other valued outcomes through a broad, relevant local curriculum. They enact the school values and demonstrate:
The school is making good progress in accelerating learning for those students who need this. The school has very good systems in place for identifying and responding to and monitoring the progress of those students who require targeted support.
Leaders and teachers use knowledge of their learners well. They also ensure that foundations for learning are in place to maximise students’ engagement, learning and success. Individual learners make accelerated progress.
Teachers have participated in professional learning to build their professional capability and the school’s capacity in teaching science. This emphasis on science is part of a strategy to lift boys’ engagement and achievement in reading and writing and to develop all students’ skills in self-directed learning.
Leaders, teachers and teacher aides provide a range of programmes and strategies for those students with additional needs. Students participate, progress and achieve in class and in withdrawal programmes. The school provides ongoing professional development for teacher aides and accesses external agencies to ensure a wraparound service for students who need this.
Teachers’ learning partnerships with parents and whānau support learners’ accelerated progress.
Educationally powerful connections, a broad, relevant curriculum and effective leadership are key school conditions that enable equity and excellence.
The school has strong educationally powerful connections and relationships with parents, whānau and the Laingholm community. Students and families benefit from, and are empowered by, these learning-focused relationships. Teachers seek parent input into the broad curriculum and report on students’ learning in many different ways to celebrate their progress and success.
The school’s local curriculum supports in-school engagement, equity and excellence. It builds on students’ passions and strengths, and places an emphasis on building creativity and curiosity. Teachers make use of local contexts and connections to support new learning. They promote student agency, encourage self-management and ‘learning to learn’ capabilities through approaches, including workshopping, choice and tuakana/teina opportunities.
Ongoing review of the curriculum continues to ensure teaching programmes enhance students’ opportunities and experiences to be engaged, develop curiosity and creativity, and be extended. Staff use student and parent surveys well to inform the curriculum.
Students learn in creative, focused learning environments. Classrooms are inclusive and students with additional needs or abilities are provided with appropriate support or challenge. Parents who spoke with ERO commented that their children are stretched through the many opportunities to take risks in their learning. Year 6 students make good use of digital devices to support their learning.
The school continues to strengthen its bicultural curriculum. The board funds a teacher who provides te reo Māori programmes throughout the school. Students have leadership roles in pōwhiri and kapa haka. Leaders and teachers have recently aligned the cultural concepts of whānauangatanga, pono, whakamana and manaakitanga to school priorities. This is a good way to continue developing bicultural practices at the school.
The principal and deputy principal are readily accessible and highly involved in supporting students with additional learning needs. Leaders place a strong priority on teacher wellbeing.
The board of trustees serves the school well in its stewardship role. Trustees have a shared understanding of their governance role and responsibilities. They resource strategically for equity, so all students can participate in the wider curriculum.
Some teachers are engaging in professional learning focused on assessment. This will build leaders’ and teachers’ capability to determine the impact of teaching strategies on outcomes for students. It should also support students to further develop their ‘learning to learn’ capabilities and increase their agency in learning.
Leaders, teachers and the board could further develop their internal evaluation capability. They could build on their good systems for identifying, monitoring and analysing information, to include greater evaluation of the impact of practices. By strengthening internal evaluation in this way, they will be better placed to understand which strategies are most effective, and what makes the biggest difference for all learners.
School leaders acknowledge that a next step in curriculum development is to strengthen te ao Māori perspectives across learning areas. Accessing local history and resources could enable more meaningful learning opportunities for all. A further development for the school’s curriculum is to include the perspectives of other cultures to reflect the increasing diversity of the school community.
The board of trustees should consider ways to strengthen a te ao Māori perspective at the governance level.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO’s overall evaluation judgement of Laingholm 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.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
2 December 2019
| Location | Laingholm, Auckland |
| Ministry of Education profile number | 1338 |
| School type | Contributing, Years 1 - 6 |
| School roll | 314 |
| Gender composition | Girls 52% Boys 48% |
| Ethnic composition | Māori 14% NZ European/Pākehā 78% Chinese 4% other ethnic groups 4% |
| Students with Ongoing Resourcing Funding (ORS) | Yes |
| Provision of Māori medium education | No |
| Review team on site | September 2019 |
| Date of this report | 2 December 2019 |
| Most recent ERO report(s) | Education Review May 2016 Education Review June 2013 Education Review June 2010 |