School Information

Bell Timings

8.15 am – School grounds open for students

8.50 am – Start of the school day

10.30am – 10.50am – Morning Tea

12.30pm – 1.30pm – Lunch Time

3.00 pm – End of School Day

Assembly – 
Every Tuesday at 2.15 pm in the school hall
Please check the school calendar or ring the office for any changes.
Level 2 Distance Learning Timetables
The Ministry of Education has launched Learning from home and Ki te Ao Mārama, two new websites to support teachers, learners, parents and whānau so that learning for children and young people can continue.
The websites include resources for parents and whānau, teachers and leaders. Resources span the learning pathway from early learning through to senior secondary, and more resources will be added as they’re developed.
The information and resources are available at Learning from home and Ki te Ao Mārama


Northcross Children’s Community Dental Clinic
10a Sartors Avenue Browns Bay  09 479 4236

Kindo is now the schools preferred payment method for all school fees, donations, activity and sports fees. Please click here to register.
Please click here for a tutorial on How to Purchase and Pay in Kindo.

After School Facilities

Premium Kids Care –  Afterschool Care at Pinehill School

學校的關懷和照顧課後前 – 
Premium Kids Care (PKC) are offering after school care, onsite at Pinehill School. PKC is OSCAR approved and WINZ subsidies are available for qualifying families.
After School Care – 3 pm – 6 pm
After School Care is a time for children to relax, make new friends and enjoy the play.  After School Care will be available from 3-6 pm daily.  Children are given a healthy afternoon tea and are presented with a range of activities in specific locations. It could be quiet reading, a board game, a boisterous game outside, a movie, completing homework or a chat with some friends. The choice is theirs. The informal, safe environment allows children to pursue their own interests, relax and re-energise following their busy school day.
If you have any further questions or wish to know more, please visit our website or phone Rochelle on 027 325 3229.


School Lunches

Please click on the link below to go directly to the ezlunch website for the menus and ordering.  
Ezlunch – or 022 EZLUNCH (022 395 8624) – Orders need to be placed by 9.00am

Develop your child’s skills and confidence in sport! Please email [email protected] 

Our reporting processes are designed to provide timely and quality information about your child’s learning.

At the beginning of term 1, your child will bring home a Student Information for Teachers sheet where you are able to fill in details of your child’s needs and interests. This assists class teachers in understanding your child’s learning needs and your aspirations for them in the coming year.

3 Way Conferences are held twice yearly at all class levels so that all children can share their learning outcomes with parents.  You will be advised of the details of these through our weekly newsletter in the weeks prior.

Written reports are issued at the end Term 2 and the end of Term 4.

All staff are available at other times to discuss your child’s learning.  The best way to make contact with your child’s teacher is via email.  See the staff page for email addresses.

Please click on the link to book a School Interview.

  • Each conference takes 15mins –  Your child will talk about their learning
  • There will be an opportunity during this time for a discussion without your child present if requested by their teacher or yourself
  • A timetable is available online – You are able to book conference times online: Click here
  • Families with more than one child attending the school should make their bookings for times for all children leaving at least one appointment time between each child’s conference.
  • It is recognised that if our children are to be successful in the future they must be given the skills to learn how to learn. We want them to understand that learning is something they do, it is not something done to them. Strategies like Three-Way Conferencing increasingly lead students towards becoming self-directed, independent learners.
  • Where 3WC is held, students become responsible for leading the discussion and providing evidence of progress and achievement. Their task is to provide a range of work to illustrate the progress they have made. Three-way conferences ensure that the focus remains on the students and the critical role they have in determining their own next steps for learning.
  • If students are to develop as independent learners they must reflect on their own progress and look at what they can learn from what they have accomplished. This is becoming an integral part of their classroom programme. The 3WC is an opportunity for those supporting the learner to assist in developing their skills of reflection.
  • Metacognition is our ability to know what we know and what we don’t know. It is our ability to plan a strategy for producing what information is needed, to be conscious of our own steps and strategies during the act of problem-solving, and to reflect on and evaluate the productiveness of our own thinking. Thinking about thinking begets more thinking. (Costa, 1991)
  • Reflection is the key to metacognition – the process of learning to learn. Reflection encourages students to think about their own thinking. It develops their ability to know how to think, and not simply what to think. Reflection is being able to stand back, to think about what has been done well, to identify difficulties, and to focus on areas for improvement… Where students are able to reflect on their current strengths and weaknesses, they are in a strong position to set their own future goals.
  • Where students set goals, individuals were shown to have made impressive gains in terms of academic achievement…. (Atman 1988)
  • When students know assessment criteria prior to commencing work, there is a much greater likelihood that the learning goals will be achieved. Students can assess their own work against stated standards. Clear performance standards give students a goal towards which they should strive. They know what is required to achieve.

    These understandings give students skills for life in learning how to learn. We are empowering them to become self-directed, independent, lifelong learners, able to cope with whatever challenges they may face in the future.

    Your Role as a Parent
    1. Be an active participant in your child’s learning
    2. Focus on learning about processes (skills) not content (facts)
    3. Ask questions about their learning and next steps for future learning

    Questions you could ask your child to help discuss their learning:

    • What have you been learning?
    • Tell me what you think you are doing well?
    • What helped with this learning?
    • What did you find difficult?
    • What do you need help with?
    • What are your next learning steps?

Road Safety

As part of our Road Safety Campaign and to keep our students safe we have added some links to useful sites published by Auckland Transport.  We hope you find some of this information helpful.



Parking Safely

Roots of Empathy is an evidence-based classroom programme that has shown a significant effect in reducing levels of aggression and bullying among school children while raising social-emotional competence and increasing empathy. This programme is being run in our three Year Four classes (8-year-old students). The instructors are Judy Mulder and Sarah Ward. Our philosophy is that if we teach the programme at this level, we are setting the students up to be effective role models in our senior school.
The programme has been operating at Pinehill School since 2008.

We have nine themes throughout the year.

  • Meet the Baby
  • Crying
  • Caring and Planning for a baby
  • Emotions
  • Sleep
  • Safety
  • Communicating
  • Who Am I?
  • Farewell and Good Wishes
  • Celebration
Each theme consists of a pre-visit, a family visit and a post-visit. There are 27 lessons in total. During the family visit our tiny teacher (our baby) and their Mum visit the classroom as honorary class members. The family visit 10 times between February and December, for 45 minutes, every 3-4 weeks. The students share in the milestones of the baby’s development. Through this face-to-face engagement, they become more understanding of the needs of others. This culminates with a celebration for the last visit in which the family is presented with a photo album. The lesson is centred around the green blanket. Through toys, music and observation the children celebrate the milestones of the baby.
The goals of the programme are :
  • To foster the development of Empathy (to put yourself in someone else’s shoes)
  • To develop emotional literacy
  • To reduce the levels of bullying, aggression and violence
  • To foster pro-social behaviours
  • To increase knowledge of human development, learning and infant safety
  • To prepare students for responsible citizenship and responsive parenting.


Here are some examples of writing from students in our Roots of Empathy Programme, which all our students in Year Four take part in.
Adam Wang – Room 1
Baby Visit 6 – 29/07/2016
We met baby Skylah today. This is the first week of the term. When I saw baby Skylah, I noticed she has a cold because her nose is red. Her hair has got much longer.
I was surprised because she can sit up without falling now and the thing that was unbelievable is she can crawl a little, that is a very big milestone. She can put her hand into the bowl and pull the fish back out.
For baby Skylah’s safety, mummy Bel uses a safety gate for lots of places that are dangerous. She might choke on a piece of lego because she has an older sibling.
She can crawl faster, sit up straighter than last time and grow more hair next time we see her.
Anthony Wong – Room 1
Baby Visit 7 – Communication
When I first saw baby Skylah come through the door I thought ‘wow’, she had lots of teeth growing and also she reached so many milestones today. She can crawl, she’s growing teeth, and she can hold two transparent balls and clap them together. Then Mrs Mulder threw one of the transparent balls to the other side of the mat. Baby Skylah didn’t go to them, but when mummy Bel went to where the balls were, then baby Skylah went to the transparent balls. After that, we sang some nursery rhymes. We sang these ones – Humpty Dumpty, Hickery Dickery Dock and Incy Wincy Spider. She was shy and when she was, we sang her a song, and then she calmed down. Next, she will grow more teeth.
Hedi Foldi – Room 5
Who am I – Baby Visit 8
Today we had a baby visit. Victoria could crawl all the way to the end of the blanket and back! Today she was making a lot of noise and made a big smile! First of all, she came in and played with one of the toys that had a mirror, hanger, chewing part and some patterns on either side. We also fed her and learnt what Victoria really liked.
Lucy Ranger – Room 5
Today we had our eighth baby visit. We all noticed that baby Victoria has grown SO MUCH HAIR. She was just playing with a toy when mummy Kesinya put the lanyard on the floor and baby Victoria started to CRAWL to it! When Mrs Mulder put the ball under the blanket and she found it again. The last time Mrs Mulder did that she couldn’t find it. She has learnt that if something goes out of her sight it has not disappeared. She crawled over to the other side of the blanket after the ball and she started playing with Olive’s skirt! We watched her eat so many bananas, cucumbers, a snack cracker, a piece of tomato and some capsicum. She had never had tomato before. She was clapping two balls together and we all gave her a clap. Her hands are so soft. We sang ‘If you are happy and you know it to her.

2016 Roots of Empathy

Pinehill Roots of Empathy families, students and teachers celebrated their year with Auckland RoE babies this week. We were privileged to have the founder of the programme, Mary Gordon from Canada join us. Jacinda Ardern, Labour MP and children’s advocate also spoke about the importance of what the students have been learning. Thanks to all the families who have participated in the programme and the babies who have taught us so much. The RoE charitable trust is continuing to search for funding to allow the programme to grow in NZ.

If you are interested in being a Roots of Empathy family please contact:
[email protected] or [email protected]


A walking school bus is just like a school bus except children walk to and from school under the supervision of adult volunteers (often parents). This creates a safe and social journey to school.

Children are collected from stops along a planned route and dropped off at the school gate. Along the way they learn how to safely negotiate the road as well as socialise and share stories with friends and neighbours. What a great way to travel to school!

Walking school buses contribute to reducing the amount of traffic around schools. In Auckland there are more than 200 active walking school buses, with over 4,000 children walking to school. That’s a lot of active feet on the street.

How does it work?

Walking buses usually begin at 8.30am, but this depends on length of the route and the stop that the children get on at. Routes vary in length, usually about 1.5 km and/or a 30 minute walk at most. Most walking school buses walk the reverse route in the afternoon.

A walking school bus can operate all five days of the school week or as little as one day per week. This depends on the availability of parent volunteers.

If you are interested in a walking school bus route please contact the parent for the route you are wanting to join.

 WSB Routes DaysDeparture Time          Locations    Contact Details
 Pinehill PenguinsMorning
8.10amAM: Leaves from 1 Kilear Cl at 8:10am. Another pick up point at 8.30am from 2 Ballymore Dr

Calla Chang

[email protected]

 Pinehill PenguinsAfternoon
Mon – Thurs
3.10pmPM: Meeting outside Room 5. Leaves school at 3.10pm (arrives at 2 Ballymore Dr)

Calla Chang

[email protected]


Leaves from 

71 Spencer Road

Lamia Bouaifel

[email protected]

 Spencer RoadMorning ONLY
Mon – Thurs
8.30amLeaves from 12 Spencer Rd at 8:30am

Kelly Liang

[email protected]

Korean Flyer

Chinese Flyer

Benefits of the Walking School Bus  

Walking School Bus Road Safety and Hazard Identification Guidelines

This safety video is more for people who are already in the programme.  However, it is good for non-WSB people who are unsure of how safe WSBs are.


TravelWise is an ongoing project with a set of practical actions that aim to improve road safety and promote sustainable school travel journeys. It is a partnership between Auckland Transport and the school. Our school is committed to safe, active and sustainable travel to and from school.

The benefits include:

  • Reduced traffic congestion at the school gates, this improves safety for all children.
  • Reduction of polluting car emissions in the environment.
  • Helping children learn road safety skills and become familiar with their community.
  • Improved engineering infrastructure to promote walking / cycling within the school zone.
  • Encouraging walking / cycling to improve children’s fitness and health.
  • Encouraging walking / cycling to ensure that children arrive alert and ready to learn.
  • Promoting the Walking School Bus

The “TravelWise” school travel plan has been developed in consultation with the students, staff, and parents.

We encourage all our children to walk, or scooter to and from school.

In order to make this a safer process we have adopted a number of practices which we hope will encourage parents to support the idea of walking, scootering or biking to school.

  • We have a 40 kph speed zone around all the approaches to our school
  • We have supervised crossings on Hugh Green Drive and Spencer Road
  • We have a walking school bus route – currently cancelled due to lack of supervision.
  • Free High Viz vests are provided by Auckland Transport to children who have permission to scooter or bike regularly to and from school (forms are available at the School Office or click here)
  • Road Safety is taught regularly as part of our curriculum

More information about the TravelWise programme can be found at 

More information about TravelWise and Walking School Buses across Auckland can be found at

We use Kindo for our School Shop.

Please click here for more info

All stationery orders can be completed online by clicking here.

We’ve teamed up with Educational Essentials and Kindo to make getting school ready faster!
All Stationery packs can be ordered directly through your Kindo account. 
If you would like to order additional or individual items for your child, please place an order on the website eelsupplies.
Stationery packs will be delivered to school packaged and labelled ready for the start of school.
* Headphones (only purchase if you do not have one already to use in class)

* Year 3 only will need to purchase a recorder (a musical instrument for music lessons)

 2023 stationery lists

You can also pay the School Donation and Activity Fee online with Kindo when ordering your stationery.

Education Review Office

Partners in Learning Booklet – Helping your child do well at school.  This booklet is for all parents and carers who want their child to do well at school.  The information in this booklet will help you know what to expect from your child’s school.  Please click here for the booklet.

Term Dates & Holidays 2023

TermDates of the Term
Term 1Tuesday 31 January – Thursday 6 April
Term 2Monday 24 April – Friday 30 June
Term 3Monday 17 July – Friday 22 September
Term 4Monday 9 October – Thursday 14th December

2023 Holidays

Schools will be closed in 2023 on Saturdays and Sundays and on the following holidays:

  • Auckland Anniversary Day Monday 30 January (School holidays)
  • Waitangi Day: Monday 6 February
  • Good Friday: Friday 7 April (School holidays)
  • Easter Monday: Monday 10 April (School holidays)
  • Easter Tuesday: Tuesday 11 April (School holidays)
  • Teacher Only Day – Monday 24th April
  • Anzac Day: Tuesday 25 April
  • King’s Birthday: Monday 5 June
  • Matariki: Friday 14 July (School holidays)
  • Labour Day: Monday 23 October

The Resilience Project is a well-being programme that has been delivered to over 1000 schools and early learning centres across Australia and is now being delivered to schools in New Zealand. The programme has been designed by teachers for teachers, and has been evaluated by the University of Melbourne.


It is designed to share positive mental health strategies with the whole school community – teachers, students, parents and carers – to support the implementation of a wellbeing curriculum to build resilience, happiness, and drive sustainable change. 

The emotionally engaging programmes deliver a combination of presentations, student curriculum, teacher resources, digital content, and ongoing support from The Resilience Project Education team.

The curriculum is evidence-based and mapped to the New Zealand Curriculum Framework: focussing on Gratitude, Empathy, Mindfulness (GEM) and Emotional Literacy.

The Resilience Project works with parents and carers in the school community because wellbeing is relevant to them too. Equally important, as the program is implemented in the classroom, students will naturally take it home, ask questions and spark conversation. 

A series of parent and carer presentations (videos 5-10 minutes long) have been developed that are designed to equip parents with experience and answers. We also provide parents and carers with strategies for their own mental health. 

The following resources to support this: 

A dedicated Parents and Carer Hub-hosted on The Resilience Project website that can be accessed at any time (via a secure link, no login required). This includes parent presentations (videos), links to research and additional resources, and – wellbeing activities to complete. Parent and Carer Hub – The Resilience Project.

TRP @ Home shared with families (