Somerfield Te Kura Wairepo

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 

Somerfield Te Kura Wairepo is located at the base of the Cashmere Hills in Christchurch and provides education for learners in Years 1 to 6. At the time of the review, 556 learners were enrolled at the school, including 61% Pākehā/New Zealand European, 16% Māori, 9% Asian, 4% Pacific, and 10% from other diverse ethnicities. 

The school’s values are: Socially adept, Motivated, Articulated, Resilient, Thinkers (SMART).

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

Expected improvements

The school focused on evaluating the effectiveness of teaching practices for developing foundation literacy skills in Years 1 to 4 and the impact on student achievement. The school expected to see teachers consistently applying effective literacy strategies and practices in adaptive ways that promote equitable and excellent outcomes for all learners.

Findings 

Through targeted professional learning, teachers have strengthened their capability in structured literacy approaches while building on existing literacy pedagogies. These approaches are embedded across the school, positively influencing teacher practice and accelerating learner progress and achievement. Timely, specific and actionable feedback and feedforward are integral to the school’s coaching framework, ensuring coherent and consistent practices across the school (Years 1 to 6).

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 1 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 large 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.

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 making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau 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 are central to planning, interactions and teaching programmes and express a strong sense of belonging in an inclusive, caring school community supported by staff, leaders and the school Board.
• Learners requiring additional support or extension are clearly identified, their progress closely monitored, and teaching strategies adapted to meet their needs.
• Leaders fosters relational trust and a culture of professional growth focused on high-quality teaching and equitable, excellent outcomes for all learners.
• Leaders gather, analyse and use assessment information to clearly identify priorities that strengthen teaching practice and improve learner achievement.
• The school Board and leaders actively engage with and include the community in decision-making and school initiatives.
• Teachers consistently deliver well-designed programmes that provide meaningful learning experiences and build strong foundations in literacy and mathematics.
• Leaders and staff work collectively with high expectations for teaching and learning, supported by targeted professional learning aligned with strategic priorities and curriculum requirements.

Key priorities 

• Improve and sustain high levels of learner progress, achievement and equitable outcomes in reading, writing and mathematics.
• Implement consistent curriculum delivery and assessment practices aligned with curriculum requirements and schoolwide teaching expectations.
• Increase regular attendance for all learners.

Actions to bring about improvement 

Every six months: 

• leaders and teachers review learner progress and achievement information, identify learning needs, and implement targeted interventions to accelerate improvement in literacy and mathematics
• leaders and teachers review schoolwide assessment and teaching practices for alignment with curriculum requirements and expectations
• leaders and the School Board review the effectiveness of attendance strategies in improving student attendance and adjust as needed.

Annually:

• the school Board, leaders and teachers evaluate learner progress, achievement, and wellbeing information to inform planning, teaching and resourcing decisions
• leaders evaluate curriculum content and implementation, plan targeted teacher support, and ensure alignment with teaching expectations
• the school Board and leaders evaluate the impact of initiatives to improve regular attendance and adapt practices as needed.

Expected outcomes

• Consistent schoolwide teaching and assessment practices aligned with curriculum requirements and expectations.
• Improved progress, achievement and equitable outcomes in reading, writing and mathematics for all learners.
• All learners regularly attending school.

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

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

19 February 2026