Churchill Park School - 17/07/2019

School Context

Churchill Park School is a full primary school with a roll of 437 students. New Zealand European/Pākehā students make up 65 percent of the roll, and Māori students five percent. There are smaller numbers of students from many different cultural groups. There are also students who are British and Irish and others from European countries, Pacific Nations, and countries throughout Asia and the Middle East.

The school promotes environmental awareness, sustainability and student citizenship. Its five strategic growth goals are Hauora (wellbeing), Ako (learning), He Tangata (people), Whanaungatanga (engagement), and Kaitiakitanga (resources).

The school’s vision is “to grow future focused global citizens, who are literate and numerate, and demonstrate the school’s learner qualities and enviroschool principles”.

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

  • reading, writing and mathematics achievement
  • progress and achievement of specific cohorts of children
  • wellbeing and pastoral care
  • attendance.

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 is successfully achieving equitable and excellent outcomes for students. This can be attributed to very effective school leadership, strong community engagement, a responsive curriculum and purposeful evaluation for improving educational outcomes for students.

Over the last four years, nearly all students achieved at or above curriculum expectations in reading, writing and maths. The progress and achievement of groups of learners, including Māori and Pacific, is carefully tracked and monitored.

Students achieve very well in relation to other valued school outcomes. Students experience a curriculum that supports them to:

  • enact the school values of respect, honesty and excellence
  • be creators, communicators, problem solvers, risk takers, and team players
  • develop a strong sense of belonging based on inclusive practices
  • take ownership of their learning journey
  • foster their rights and responsibilities to participate in an ecologically global environment.

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

The school responds very well to those Māori and other students whose learning needs accelerating. School information indicates that students with additional learning needs make good progress. School processes for tracking and monitoring students who need to make accelerated progress are well developed. Leaders and teachers use achievement information to respond appropriately to these children’s individual learning needs.

The board and school leaders have a strong focus on equity and excellence. Central to the school’s inclusive learning culture is the board and leaders’ vision and commitment to enabling students who need to make accelerated progress, to experience greater success. The particular emphasis placed on valuing each child’s culture, language, and identity is promoting purposeful parent and community engagement in students’ learning, wellbeing and success.

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?

Leadership is highly effective. Senior leaders provide strong professional guidance. They promote an inclusive learning environment that values diversity. School leaders foster a collaborative team approach to successfully build relational trust with staff and the community so that learners are successful. Organisational systems and structures enable and sustain collaborative learning and decision making.

The school values and learner qualities underpin school practices. Leaders and teachers foster students’ confidence and capabilities to be active members in the school community. Productive learning partnerships between learners, teachers, teacher aides and whānau support high levels of student engagement in learning.

Māori perspectives and te ao Māori are reflected in everyday school life. This provides opportunities for Māori students to experience success as Māori, and for all students to learn about the bicultural heritage of Aotearoa New Zealand. Students, teachers and whānau collaboratively design localised learning contexts that build on students’ prior learning.

Parents and whānau are respected partners in learning. Relationships with parents, whānau and the community, to enhance student achievement and wellbeing, are well established. Parents and whānau are kept well informed about their children’s progress, and their contributions are regularly sought and valued.

Clear expectations, relevant professional learning and a distributed leadership model, successfully build teachers’ professional practice. Teachers new to the school are well supported through systematic coaching and mentoring approaches.

Students are highly engaged in an enabling and future-focused curriculum that enhances their sense of belonging and wellbeing. They have opportunities to connect their learning to real world contexts using the integrated inquiry model. Students promote and sustain the school’s culture of inclusiveness. They actively take on leadership roles and opportunities.

Trustees and school leaders have the collective capacity to sustain improvement and innovation. Charter expectations are well documented and shared with staff and whānau. Long-term planning goals and reporting schedules are aligned and regularly updated. Transparent decision-making responds to children’s learning and wellbeing needs.

Purposeful internal evaluation, inquiry and knowledge building processes are systematic and coherent across all levels of the school. Relational trust supports this collaboration. Effective communication supports the sharing of new knowledge in ways that promote improvement and innovation.

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

Senior leaders acknowledge that reporting against the school’s learner qualities, aligned to the school charter, is an area for further development.

Formalising the documentation of internal evaluation would help support leaders to gauge the effectiveness of school priorities and initiatives, as a guide for ongoing improvement.

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.

At the time of this review there were nine international students attending the school.

Churchill Park School provides very effective pastoral care and education for international students.

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 Churchill Park School’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:

  • leadership that collaboratively develops and pursues the school’s vision and goals for equity and excellence
  • a learning culture of respect and care that promotes student learning and wellbeing
  • a curriculum that enables students to strive for excellence
  • educationally powerful relationships with parents, whānau and the community that positively influence student learning, wellbeing and self-efficacy.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • more systematically documenting the school’s purposeful data gathering, knowledge building and decision-making processes and evidence.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

17 July 2019

About the school


Glendowie, Auckland

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Girls 50% Boys 50%

Ethnic composition

Māori 5%
NZ European/Pākehā 65%
British and Irish 6%
Chinese 5%
Australian 4%
other Asian 4%
other European 4%
other ethnic groups 7%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

May 2019

Date of this report

17 July 2019

Most recent ERO report(s)

Education Review October 2014
Education Review August 2011
Education Review June 2008