Somerfield Te Kura Wairepo

We maintain a regular review programme to evaluate and report on the education and care of young people in schools.

We are in the process of shifting from event-based external reviews to supporting each school in a process of continuous improvement.

There may be delays between reviews for some schools and kura due to Covid-19 and while we transition to our new way of reviewing.

Read more about our new processes and why we changed the way we review schools and kura.

Find out which schools have upcoming reviews.

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

42 Studholme Street, Somerfield, Christchurch

View on map


The school has a roll of 464 children, 63 identify as Māori and 11 as Pacific heritage.

Since the 2013 ERO external evaluation, the school has sustained its high performance and continued to progress collaborative teaching and learning practices. The school’s involvement in the Kahukura cluster of local schools has focused on promoting Māori achievement and opportunities for Māori children to succeed as Māori.

School-wide achievement shows that most children have achieved National Standards by the time they reach Year 6. Māori children achieve well against the National Standards. The school responded well to 2016 achievement data, setting specific targets and strategies to support individual and groups of children in their learning.

How well is the school achieving equitable outcomes for all children?

The school is achieving equitable outcomes for many children. Māori and other children whose learning needs accelerating are targeted and closely monitored by leaders and teachers.

The school is improvement focused and has very good systems in place for identifying and monitoring areas that could be improved or developed. To achieve equity and promote excellent outcomes, the school needs to strengthen some assessment practices and report more evaluatively on achievement.

The school is very well placed to continue towards achieving equity and excellence for all children.

Equity and excellence

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

The school effectively responds to Māori and other children whose learning needs acceleration.

School systems and practices support Māori children to achieve well in literacy and mathematics. The school has worked strategically to promote equitable outcomes for Māori children in this school.

School information shows that over 80% of children achieve at or above the National Standards, particularly in reading. The school has targeted programmes and practices to support those learners yet to reach National Standards in writing through individual support approaches.

The school has very clear guidelines to support teachers to make decisions about children’s learning and levels of achievement. They need to check their assessment decisions by using externally referenced tools in Years 3 and 4, and use the new learning progression framework to help inform future teacher judgements.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school has many effective processes that are enabling the achievement of equity and excellence for all learners.

The school strongly demonstrates ngākau Māori and its commitment to bicultural practices. Tikanga and te ao Māori are deeply embedded in everyday practices across the school. Māori children are provided with positive role models. They have opportunities to extend the learning of Māori language and culture in ways that affirm their identity as Māori.

Leaders and teachers are highly responsive to children and proactively support children’s wellbeing and sense of belonging. They use a range of effective strategies to engage children in their learning.

Children are provided with many authentic and meaningful learning experiences. Teachers use a range of effective teaching strategies and approaches to meet their individual needs and engage children in relevant and appropriate learning activities. They need to continue to build on children’s knowledge of themselves as learners.

The school uses a robust inquiry process to relentlessly promote improved outcomes for all children. Leaders and teachers have strengthened internal evaluation practices using external evaluation resources.

The school is very well led and managed. Governance and leadership act as strong advocates for children. Resourcing decisions are well considered and based on quality information. Leaders and trustees are committed to raising learning and achievement for those children whose learning needs to be accelerated.

School leaders have high expectations for teaching and learning and make strategic use of teachers’ individual strengths and expertise. They have a well-planned approach to building collective capacity. Teachers receive meaningful and useful feedback through the school’s comprehensive inquiry and appraisal processes.

The board, leaders and teachers have built extensive and professional networks that contribute to their ongoing development and improvement.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

The school has very strong processes and responsive systems to provide equitable outcomes for all children. School leaders and teachers need to:

  • deepen evaluation practices to extend the clarity of reporting on learner outcomes over time

  • strengthen some aspects of assessment and moderation practices to inform teaching and learning.

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
  • 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 Vulnerable Children Act 2014.

Going forward

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

Many children are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. This school has successfully addressed in-school disparity in educational outcomes.

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern/Te Waipounamu

27 June 2017

About the school 



Ministry of Education profile number


School type


School roll


Gender composition

Boys: 52%;

Girls: 48%

Ethnic composition

Māori 14%
Pacific 2%
Pākehā 74%
Asian 5%
Other ethnicities 5%

Provision of Māori medium education


Review team on site

March 2017

Date of this report

27 June 2017

Most recent ERO reports

Education Review June 2013
Education Review October 2009


In May 2019 ERO published an Exemplar Review

Please read it here Exemplar Review - Somerfield Te Kura Wairepo School - Rich Curriculum - May 2019

1 Context

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

Somerfield School is a high-performing school. There is a very productive alignment between strategic planning, the innovative school curriculum, teaching practice and the widely evident student values (SMART). The motto of moving “Forward Together” is at the centre of school performance.

Teachers have high expectations of their own teaching and of student's learning and behaviour. These factors combine with the positive engagement of the community to create an environment where all students are supported in reaching their potential.

Teachers are committed to differentiating their practice to maximise each students’ learning. There is an obvious focus on priority learners who need to make accelerated progress. An important feature of this school is the way that biculturalism is so effectively integrated into the culture of the school. Māori students are achieving success as Māori.

Teachers respond in a caring manner to support the physical and emotional development of students. Following the Christchurch earthquakes, particular care has been taken to develop the levels of resilience of students and their whānau. Students understand and teachers consistently reinforce the importance of the school’s SMART values: socially adept, motivated, articulate, resilient and thinkers. These underpin the positive student culture. Students told ERO that their teachers care about them and their learning and that they feel safe to take risks and learn from making mistakes.

The principal and senior leaders provide strong leadership to support learning and teaching. Detailed guidelines set the expectations for high quality teaching practice. Professional learning and development (PLD), collegial support and performance management help ensure that students make appropriate progress.

Parents take the many opportunities provided to engage in the life of the school. They provide financial and personal support that benefits all students across the broad school curriculum.

2 Learning

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

The school uses achievement information very effectively to make positive changes to all learners’ engagement, progress and achievement. In particular, teachers and leaders use student learning information throughout the year to identify and respond to those students at risk of not achieving as well as expected.

Areas of strength

Students use learning information to:

  • know what they have learned
  • know what they have to learn next
  • set individual goals to support independent learning.

Teachers skilfully use learning information to:

  • identify the different learning needs within their class
  • report progress and achievement to students and their parents
  • set specific goals for their class and individuals
  • contribute to module and whole-school reviews of performance and reporting.

Leaders effectively use learning information to:

  • set targets in response to trends, patterns and needs
  • identify students who need extra support or extension
  • review the impact of programmes and interventions on students’ learning
  • identify future PLD needs
  • draw conclusions about what the information is showing and make recommendations to the board.

Trustees use learning information purposefully to make wise decisions about school direction and resourcing.

Area for continued development

The school has begun the process of increasing the level of responsibility students take for their own learning.

3 Curriculum

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

The school’s curriculum very effectively promotes and supports students’ learning.

Areas of strength

Māori values and the New Zealand Curriculum principles underpin the school’s curriculum and are deeply embedded in the culture of the school. The Māori values of whanaungatanga, manaakitanga, kotahitanga and rangatiratanga are evident in documentation and practice.

The broad curriculum provides students with many and varied learning experiences in all learning areas. This includes the development of social, academic, cultural, artistic and physical skills. The curriculum reflects the wishes of the school community. These are seen through the SMART goals that provide a solid foundation for learning and behaviour. All teachers and support staff actively work towards achieving these aims.

The well-designed school curriculum helps to build consistency of expectation and practice across the school. The delivery guidelines are high quality, comprehensive and support the teachers to meet the expectations of the school. Learning programmes have appropriate sequences and coherent progressions over the class and year levels. There is deliberate, responsive and well-paced teaching in all classes. Senior leaders have in-depth knowledge of the quality of teaching throughout the school.

The principal has high expectations for student learning and achievement, and for teachers as professionals. Teachers have responded to this by using evidence from research, their colleagues, and their own practice to reflect on and improve their performance.

Students needing extra support to succeed in their learning, including those with particular abilities, are provided with appropriate programmes. Students’ progress is closely monitored. Records show that most targeted students make significant gains.

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

The school very effectively promotes educational success for Māori, 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 and improve its performance.

Areas of strength

The leadership is a key factor in the strong governance and management of the school. This includes the:

  • strategic leadership of the board that ensures the most urgent learning needs are addressed
  • professional leadership of the principal and leadership teams that provides a coherent approach to school operations and programmes
  • development of teachers as leaders of learning
  • valuing of the expertise and interests within the staff, and encouraging well-researched innovation.

Self review, planning and implementation is focused on improving teaching and learning programmes, and raising student achievement.

Contributing to this strength are the:

  • purposeful strategic development of new initiatives
  • strong alignment between review, planning and implementation
  • broad scope and multiple sources of information used for robust review
  • rigorous performance-management system and PLD that provide support and accountability for high quality teaching practice.

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.

In 2012 the school did not meet the requirements for reporting to parents in relation to National Standards. The revised report format, to be used in 2013, does meet these requirements.

When is ERO likely to review the school again?

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

Graham Randell

National Manager Review Services Southern Region

4 June 2013

About the School



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Boys: 236 Girls: 184

Ethnic composition

NZ European/Pākehā










Review team on site

March 2013

Date of this report

4 June 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2009

October 2006

October 2003