Stanmore Bay 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 

Stanmore Bay School is located on the Whangaparāoa Peninsula north of Auckland. The school provides education for 520 learners in Years 1 to 6; of which 81% are Pākehā/New Zealand European, 19% Māori and 5% each of Asian and Pacific Heritage. The school values are Whakaute | Respect, Tūhono | Connect and Ako | Learn.

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 December 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school have evaluated how the culturally responsive curriculum can further improve teaching, learning and assessment practices to enable learners to be active participants in their learning. 

The school expected to develop school conditions that include a learning environment where students have ownership of their learning, access to different learning pathways to connect and succeed, and achieve equitable and excellent outcomes for all.

Findings 

Continued staff professional development, a robust professional growth cycle and the implementation of a relational observation tool have strengthened culturally responsive practices and supported consistent and effective teaching and learning approaches.

The school has begun to implement practices that enable students to determine their next learning steps. A next step is for leaders and teachers to embed these practices so that students confidently drive their own 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.

How well are learners succeeding?Success and progress for all learners is increasing.What is the quality of teaching and learning?Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics. How well does the school curriculum respond to all learners needs?

Learners have rich opportunities to learn across the breadth and depth of the curriculum.

There is a consistent focus on supporting learners to gain skills in literacy and mathematics.

Learners with complex needs are well supported to achieve their education goals.

How well does school planning and conditions support ongoing improvement?School planning and conditions to support ongoing improvement to the quality of education for learners are well established.How well does the school include all learners and promote their engagement and wellbeing?The school successfully promotes learners’ engagement, wellbeing and inclusion.How well does the school partner with parents, whānau and its community for the benefit of learners?

The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress.

The school is improving its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.

Student Health and SafetyThe school board is taking reasonable steps to ensure student health and safety.

Achievement in Years 0 to 8

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.

Less than a third

Less than half

Small majority

Large majority

Most

Almost all

0 to 33%

34 to 49%

50 to 64%

65 to 79%

80 to 90%

Over 90%

Reading

Most learners meet or exceed the expected curriculum level.

Results are becoming more equitable for all groups of learners.

Writing

Most learners meet or exceed the expected curriculum level.

Results are becoming more equitable for all groups of learners.

Mathematics

Most learners meet or exceed the expected curriculum level.

Results are becoming more equitable for all groups of learners.

Attendance

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

• The large majority of learners attend school regularly.
• The school is approaching the target of 80% regular attendance.
• The school is developing a suitable plan to improve attendance.
• Regular attendance is improving towards or beyond the target.

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.
• Assessment information is used well 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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 2030.

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 demonstrate a strong sense of identity and pride in their school and highly value the relationships they have with each other and with teachers.
• Senior leaders, staff and the School Board have high expectations for all learners to be successful.
• Structured approaches to the teaching of literacy and mathematics are well embedded throughout the school.
• Learners benefit from a well-resourced and diverse curriculum that provides extensive opportunities for academic, cultural and artistic endeavours. A variety of learning experiences enable learners to explore and excel in areas of interest and strength.
• Teaching and support staff promote an inclusive learning environment that supports physical and emotional wellbeing, ensuring all learners are valued, respected and can thrive. Learners needing additional support are identified and provided with effective assistance.
• Curriculum initiatives are strengthened by integrating te reo Māori, tikanga Māori, and te ao Māori in meaningful and relevant ways. Teachers embrace culturally responsive practices and celebrate learners’ cultural heritage.
• The Board and leadership prioritise staff professional development, offering targeted and responsive opportunities that support both teacher growth and learner needs. 

Key priorities

• Embed a schoolwide framework for systematic evaluation for improvement to enhance teaching and learning.
• Implement consistent schoolwide systems and approaches that support learners to take increased ownership of their learning, enhancing progress and achievement.
• Improve regular attendance for all learners.

Actions to bring about improvement 

Within six months:

• the school Board and leaders develop an attendance action plan to improve student attendance
• leaders use strategic approaches to gather feedback from the school community to inform school planning and evaluation for improvement
• leaders and teachers design and implement systems and approaches that support learners to actively participate in the learning process and provide opportunities to extend their learning

Every six months:

• leaders and teachers monitor and review attendance initiatives, identifying next steps

Annually:

• leaders and the Board respond to learner engagement, progress and achievement information to ensure continued improvement in learner outcomes, informing ongoing strategic planning and resourcing
• leaders and teachers evaluate how well teaching approaches support students to take increased ownership of their learning and positively impact progress and achievement
• leaders review and report to the Board on student attendance information to inform further actions. 

Expected outcomes

• Increased and sustained progress and achievement for all learners.
• Learners actively participating in the learning process and holding high expectations for their own learning.
• More learners attending school regularly.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.

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 some 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 identity checks and a risk assessment
  [s104 Education and Training Act 2020].

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

Provision for International Students 

This section of the reports is about the provision of education for international students.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self review of its implementation of the Code.

No international students were enrolled at the time of the ERO review.

The next public report on ERO’s website will be a School Evaluation 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 

24 October 2025