Halsey Drive School - 02/08/2017


Halsey Drive School has a roll of 494 children. The roll is culturally diverse, comprising 44 percent Indian, 24 percent Asian, 16 percent Pākehā, four percent Pacific and three percent Māori. Many children have home languages other than English.

Since ERO’s 2014 evaluation the board and senior leaders have sustained and continue to build on very good practices that take a holistic approach to raising student achievement and developing successful, lifelong learners. Positive developments include enhancing the school’s understanding about bicultural partnerships, promoting digital technologies, and strengthening assessment systems and practices.

The school community has high expectations for all children to be successful. The school’s data show that children continue to achieve very well in relation to the National Standards. Senior leaders have identified achievement in writing as an area for further improvement.

The school is a member of the Lynfield Kāhui Ako |Community of Learning (CoL). School leaders have established pathways to build coherence and capability for the benefit of children, the school and the wider CoL.

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

The school’s processes and actions are very effective in helping to achieve excellence and equity for children. This success is mostly attributable to highly effective school leadership, a rich and responsive curriculum, good use of internal evaluation and strong engagement with the community.

Māori children achieve very well and often achieve better than non-Māori children. In response to children who are not achieving equitable outcomes, deliberate plans and actions have been implemented to address this disparity. The majority of these children are speakers of languages other than English.

Sound processes are in place to ensure that overall teacher judgements in relation to achievement against the National Standards are dependable.

Children are achieving excellent educational outcomes. School performance has been sustained and improved over time through well-focussed, embedded practices and processes.

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

Equity and excellence

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

Halsey Drive School is highly effective in responding to Māori and other children whose learning progress needs to be accelerated. The goal of equity and excellence underpins the school’s strategic decisions. The innovative curriculum and teaching programmes support children very well to achieve the valued outcomes identified in the school’s charter. The board and school leaders regularly scrutinise progress and achievement data to set appropriate targets that are clearly focused on cohorts of children needing to make accelerated progress.

In 2014 and 2015 the school’s achievement information shows that over 80 percent of children are achieving at or above the National Standards in reading, writing and mathematics. This level of achievement was sustained in 2016 for reading and mathematics. School leaders responded quickly to a 2016 drop in writing achievement. They accessed external expertise to strengthen teachers’ levelling of writing scripts and implemented teaching strategies that result in accelerated learning.

There are small numbers of Māori and Pacific children and the composition of these two groups changes from year to year. In 2015, all Māori children achieved at or above the National Standards. Over the past three years about two-thirds of Māori and Pacific children have achieved well in literacy and mathematics.

Senior leaders have identified some achievement disparity between cohorts of children in 2016. Children who need to make accelerated progress develop and monitor learning maps and goals with their teachers and families. This personalised approach to learning responds to children’s strengths, interests and next learning steps. Teachers are well supported to identify stages and patterns of progress of English language learners and plan appropriately for their language-learning needs.

Children who need to make accelerated progress participate in a range of additional, well-resourced programmes to support their learning. They can proudly talk about their progress, recognise areas where they have improved and confidently identify next steps for learning.

Teachers are skilful in identifying acceleration strategies and approaches that make a difference for children’s individual learning success. They continue to share and refine these successful strategies and approaches in their teams in order to improve and develop consistency. At the time of this review, collaborative approaches to teaching and learning were being embedded through professional learning in literacy and bicultural practices for school staff.

School conditions supporting equity and excellence

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

The school’s processes and actions are very effective in enabling all children to achieve excellence and equity. This success is mostly attributable to:

  • highly effective school leadership
  • a responsive curriculum, effective teaching and opportunities to learn
  • the highly inclusive environment where personalised learning is prioritised
  • the building of teachers’ knowledge, skills and adaptive expertise
  • the effective use internal evaluation, inquiry and knowledge building for improvement and innovation.

Trustees and school leaders relentlessly pursue equity and excellence for all learners. They promote a strategic and coherent approach to building professional capability and collective capacity. Leaders set and maintain high expectations and levels of accountability for all staff and children’s learning and wellbeing.

Middle leaders’ and teachers’ expertise and curriculum leadership are strengths of the school. Coherent systems and documented processes that promote high quality teaching practices are well embedded. Well considered professional learning and development, using internal and external expertise, enhances teaching practices. Teachers place a high value on knowing all learners and their whānau. This has led to responsive and positive learning relationships that support children to be actively involved in their learning.

Learning programmes are relevant and flexible with a natural integration of information and communication technologies (ICT) to enhance learning opportunities for children. School leaders are focused on extending e-learning and maximising opportunities for children to learn locally, nationally and globally.

One notable development since ERO’s 2014 evaluation that contributes to equity and excellence is the increased emphasis on promoting bicultural practices and valuing tikanga Māori. Children have increasing opportunities to learn about and participate in the Māori dimension of Aotearoa New Zealand’s cultural heritage. As part of this, children engage enthusiastically in te reo Māori programmes, kapa haka and marae visits. Māori children are proud to take a lead role in welcoming visitors to the school.

The school’s internal evaluation is systematic and coherent at every level. Children, teachers, leaders, trustees and community partners contribute to the school’s decision making. Senior leaders recognise the value in strengthening the documentation of internal evaluation to enhance the school’s culture of evaluative inquiry for improvement.

Sustainable development for equity and excellence

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

The school is very well placed to sustain its current good practices and continue to make ongoing improvements that impact positively on all children’s learning and wellbeing.

Senior leaders continue to develop their innovative approaches to leadership. It would be beneficial to explore ‘leadership as inquiry’ to advance their culture of professional inquiry into the impact of school practices on outcomes for children.

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. 

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 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.

Going forward

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

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.

Agreed next steps are:

  • continuing to develop the integration of te ao Māori across the school curriculum
  • strengthening the documentation of internal evaluation.

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

Violet Tu’uga Stevenson

Deputy Chief Review Officer Northern (Acting)

2 August 2017

About the school 


Lynfield, Auckland

Ministry of Education profile number


School type

Contributing School Year 1 to 6

School roll


Gender composition

Girls 251 Boys 243

Ethnic composition

Māori 3%

NZ European/Pakehā 16%

Indian 44%

Chinese 8%

Pacific 4%

Other Asian 6%

Other 9%

Provision of Māori medium education


Review team on site

June 2017

Date of this report

2 August 2017

Most recent ERO report(s)

Education Review June 2014

Education Review June 2009

Education Review May 2006