Shelly Park School - 29/07/2015


Shelly Park School continues to provide quality education. The settled tone of the school supports student learning and wellbeing. Students achieve well and enjoy a broad-based curriculum that includes sporting, cultural and environmental education opportunities. The school is well placed to sustain and improve its performance.

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

1 Context

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

Shelly Park School, in East Auckland, continues to provide quality education for students from Years 1 to 6. About 23 percent of students have diverse cultural backgrounds. A small number of students are Māori and Pacific. Students and families are proud of their school and value its welcoming atmosphere.

The school’s vision and values underpin a positive and settled tone. The respectful relationships modelled by staff support student learning and wellbeing. Leaders and teachers know children and families well. Parents are comfortable to approach staff. The board of trustees ensures the school environment is attractive and well maintained.

Since ERO’s 2012 review, the school has experienced changes in the leadership and teaching teams. New staff are well supported and feel valued as they transition into the school.

The 2012 ERO report noted good community engagement, inclusive relationships and effective governance. These areas continue to be noteworthy. The 2012 report recommended improving self review practices and greater use of student achievement information. Some good progress has been made in these areas.

2 Learning

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

Student achievement information is used appropriately by the board and school leaders to identify priorities that make positive changes to learners’ engagement and progress. These priorities include setting relevant goals and achievement targets and strategic resourcing decisions to support students learning.

Students achieve very well in relation to the National Standards, especially in reading and mathematics. The board sets achievement targets that focus on year level groups School leaders carefully monitor the progress of learners in these target groups. It would now be useful for the boardto also set specific achievement targets for Māori and Pacific students, based on information gathered through the regular monitoring of these students. Such targets would enable the school to further reflect on the ways in which it successfully supports the progress of Māori and Pacific learners..

Teachers use some effective teaching strategies that promote student engagement. They analyse and use student achievement information to guide their programme planning. There is an increasing focus on using data to adapt teaching practice to better meet students’ learning needs.

Good systems are followed to support teachers to make reliable assessment judgements in relation to the National Standards. Parents receive good information about their children’s progress and achievement in relation to the National Standards through regular reports and student discussions at school. Parents value learning conversations that involve both the teacher and their child.

Learning support and extension programmes provide extra support for those students with special educational needs. The board resources a significant number of teacher aides who work with students in learning support programmes. Teacher aides are an integral part of the school and participate in relevant training.

Students are developing an understanding about their own learning, progress and achievement. Tools such as writing progress cards help students assess, with the support of their teacher, the skills they have achieved and other skills that need developing. Leaders acknowledge the importance of embedding consistent use of effective teaching strategies that develop students’ critical thinking and understanding of their own progress and achievement.

3 Curriculum

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

Shelly Park School’s curriculum appropriately promotes and supports student learning. It places strong emphasis on literacy and mathematics, and increasingly provides for learning through information and communication technologies. The broad-based curriculum includes sporting, cultural and environmental education opportunities. Students benefit from an increasingly bicultural curriculum that promotes aspects of te reo me ōna tikanga Māori.

Students are respectful, confident and capable learners. They comment that they like the range of learning opportunities offered, especially in sports. They value tuakana/teina relationships that are fostered through buddy class programmes.

School leaders have developed good connections with local early childhood services and schools. They use this information carefully to place students when they start school. Parents comment that these connections support smooth transitions for their children, both into and out of the school.

Leaders agree that student-centred teaching approaches could be further developed by:

  • building a shared understanding, with teachers, parents and students, about future-focused learning in a digital environment
  • reviewing school models and resources that support students’ own inquiry learning
  • increasing teachers’ confidence to use te reo Māori in class programmes
  • using culturally relevant and local contexts for learning to foster engagement for diverse learners, including those who are Māori or Pacific. 

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

Shelly Park School is at the early stages of promoting educational success for Māori students. 14 students are identified as Māori. All students have the opportunity to participate in the school’s well respected kapa haka.

A lead teacher reports to the board in relation to strategic goals, including the outcome of consultation with Māori parents and the achievement of Māori students. This action plan could include how the school plans to increase educational success for Māori students, as Māori. As noted in ERO’s 2012 report, developing a shared understanding of what this means for this school, would be helpful.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

Shelly Park School is well placed to sustain current good practices and to improve its performance. Trustees bring a range of experience and professional skill to their roles and responsibilities. They seek and use external support to inform and manage their roles. School leaders are experienced and extend opportunities for teachers to use their special skills and abilities.

The experienced principal is well thought of by those parents who spoke to ERO. Parents have high expectations of the school and comment that the staff and principal are approachable. They support school events and many help in classroom programmes. The principal acknowledges the importance of continuing to promote collaborative learning partnerships with parents.

Self-review processes are developing and are focused on seeking the aspirations of staff and parents to inform the school’s direction. The board receives useful information that helps with strategic planning. It would be worthwhile to let staff and families know how this information is used to improve outcomes for students.

The board and school leaders agree that next steps could include:

  • increasingly using current research and a greater evaluative focus to strengthen self review
  • further encouraging leaders and teachers to critique and adapt their practice to improve outcomes for students
  • evaluating and reporting the impact of learning support and extension programmes
  • formalising a process for the ongoing development of support staff.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students established under section 238F of the Education Act 1989. No international students were enrolled at the time of the ERO review. 

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.


Shelly Park School continues to provide quality education. The settled tone of the school supports student learning and wellbeing. Students achieve well and enjoy a broad-based curriculum that includes sporting, cultural and environmental education opportunities. The school is well placed to sustain and improve its performance.

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

Graham Randell
Deputy Chief Review Officer Northern (Acting)

29 July 2015

School Statistics


Howick , Auckland

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Boys      51%

Girls       49%

Ethnic composition

Middle Eastern


Review team on site

June 2015

Date of this report

29 July 2015

Most recent ERO report(s)

Education Review
Education Review
Education Review

August 2012
May 2009
March 2006