Anchorage Park School

School Report

Tēnā 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.

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved. 

About the School 

Anchorage Park School is in Pakuranga, east Auckland. The school provides education for 129 learners in Years 1 to 6; of which 33% are Pākehā/New Zealand European, 33% are of Pacific heritage, 32% Asian and 21% Māori. The school values are Pono | Integrity, Whakakotahi | Unity and Māia | Courage. 

Anchorage Park School hosts two satellite Sommerville Special School classes.

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

Improvement and Progress

This section is about the progress the school has made since the October 2022 ERO report. It includes an explanation of the expected improvements and findings. 

Expected improvements 

The school have evaluated how well personalised learning increases the engagement and achievement of all learners, with a focus on raising outcomes for Māori and Pacific students.

The school expected to see teachers strengthen their practice and use strategies that engage all learners. Students were encouraged to take ownership of their learning, identify their strengths and interests, and build effective learning pathways.

Findings 

Leaders and teachers have fostered a shared approach to personalised learning, strengthening partnerships among students, staff, and whānau. This collaboration has improved teaching for target learners and informed effective strategies across classrooms.

By prioritising staff professional development, the school board and leadership have enhanced evaluation, inquiry, and collaboration among teachers, laying a solid foundation to foster greater student ownership of learning.

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation. 

Achievement in Years 0 to 6

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills. 

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance. 

• The small majority of learners attend school regularly.
• The school is approaching the target of 80% regular attendance.
• The school has a suitable plan in place to improve attendance.
• Regular attendance is improving towards or beyond the target.
• Chronic absence is reducing over time. 

Assessment

This section is about how the school assesses learner progress and achievement.

• The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
• Teachers are developing their use of assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

This section is about how well the school supports all learners to make sufficient 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. 

Next steps for improvement

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement. 

Areas of Strength

• Learners experience a strong sense of belonging, supported by caring, positive relationships between peers across the school, and trusted connections with teachers.
• Strategic leadership and staff foster an inclusive, supportive learning environment grounded in the school values that celebrate diversity, compassion, and being responsive to learner needs.
• Learners demonstrate enthusiasm to grow, improve, and progress. This culture of continuous learning is actively promoted and modelled by teachers, leaders, and board members, who also prioritise ongoing development within their respective roles.
• Leaders build strong partnerships with other schools and organisations that help learners have more rewarding educational experiences.
• The board and leadership prioritise professional development, offering targeted and responsive opportunities that support both teacher growth and learner needs.
• Structured literacy is successfully embedded in the junior years, with ongoing measures to ensure consistent implementation of structured literacy and mathematics across the school.
• Curriculum initiatives are strengthened by integrating te reo Māori, tikanga Māori, and te ao Māori in meaningful and relevant ways.

Key priorities

• Increase achievement in reading, writing and mathematics for all groups.
• Embed a consistent schoolwide understanding of structured literacy and mathematics with a focus on writing.
• Strengthen the use assessment information to support planning and strengthen the delivery of the curriculum.
• Enhance collaborative partnerships among school staff, whānau, and the wider community to inform and support strategic decision-making processes.
• Improve regular attendance.

Actions to bring about improvement 

Within six months:

• leaders support teachers to further develop their use of assessment information to adjust teaching practices, ensuring improved outcomes in reading, writing and mathematics
• leaders and teachers ensure consolidation and consistency of curriculum delivery to accelerate progress, particularly in writing
• leaders review the attendance action plan and initiatives to inform next steps

Every six months:

• leaders and teachers gather learner feedback and review classroom practices to increase students’ participation in the learning process
• leaders and teachers review implementation of structured literacy and mathematics schoolwide, with a particular focus on writing

Annually:

• the Board and leaders review and refine partnerships with whānau and the community through regular consultation and decision-making opportunities
• leaders evaluate curriculum delivery schoolwide to ensure that it supports high-quality teaching and learning in reading, writing and mathematics
• the Board and leaders analyse attendance information and review the impact of strategies to inform next steps.

Expected outcomes 

• Learners actively participating in the learning process and holding high expectations for their own learning.
• Improved achievement in reading, writing and mathematics for all groups of learners.
• Whānau and the community contributing meaningfully to school decision-making and learner success.
• Increased regular attendance. 

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements. 

Board Assurance with Regulatory and Legislative Requirements

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.

During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Actions for Compliance 

ERO has identified the following area of non-compliance during the board assurance process:

• ensure that the staff appointments process includes records of safety checks and a risk assessment. 
  [s104 Education and Training Act 2020]

The Board has since addressed the area of non-compliance identified.

The next public report on ERO’s website will be a School Report and is due within four 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 

8 October 2025