Bay of Islands International Academy

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 

Bay of Islands International Academy is in Te Tii, Kerikeri. The school provides education for students from Years 1 to 8. The roll is currently 53 students, 75% of students identify as Māori. The school’s vision is Unity and peace through learning and growing together | Kotahitanga me te rangimārie mā te ako me te tupu ngātahi. 

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 focused on evaluating how effectively the professional learning and development programme supported teachers to strengthen their understanding of the school’s inquiry to engage learners through the conceptual learning approach.

The school expected to see teachers working collaboratively to design and deliver a local curriculum that encompassed the school’s inquiry and conceptual learning approach. Learners would experience the depth and breadth of a local curriculum and Aotearoa New Zealand Histories curriculum that was engaging and promoted agency and belonging.

Findings 

The school has made good progress in implementing an inquiry learning programme. This is a central part of the school’s curriculum, providing students with integrated and hands-on learning experiences. The schoolwide programme incorporates local and regional content, guided by principles from the Aotearoa New Zealand Histories curriculum. Leaders and teachers continue to strengthen their ability to plan, deliver, and reflect on inquiry-based teaching to increase student engagement, learner agency, and achievement.

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 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.

Attendance

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

• The school is behind 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.
• Chronic absence is reducing over time. 

Assessment

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

•  The school is improving its approach and the reliability of its practices to accurately 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 is developing 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

• The school promotes and values inclusive education as a visible part of its culture. Positive relationships between teachers and students create a safe and supportive learning environment, where diversity is respected and celebrated.
• Teachers work collaboratively to implement clear and consistent routines and practices that support all learners.
• A strong bicultural approach is embedded throughout the school, with the principles of te ao Māori and te reo Māori actively heard in classrooms. This commitment fosters a sense of identity, belonging, pride and wellbeing for Māori learners.
• Structured Literacy is embedded schoolwide, providing a consistent approach for students as they progress through the year levels. The school is implementing structured mathematics.
• Leaders and teachers have established a range of external partnerships that enhance teaching and learning through bringing professional and cultural expertise that supports the diverse needs of all learners.

Key priorities 

• Improve regular attendance for all learners through developing an attendance action plan.
• Further develop opportunities for all students to learn across the breadth and depth of The New Zealand Curriculum, including structured literacy and mathematics.
• Increase achievement for all groups of learners through strengthening assessment and moderation practices.

Actions to bring about improvement

Within six months:

• the School Board and principal develop an attendance action plan to improve student attendance
• leaders provide staff with professional learning opportunities to strengthen assessment and moderation practices, increasing the reliability of achievement information

Every six months:

• the Board and principal review attendance initiatives and communicate the impact of these to parents and whānau, identifying next steps
• leaders and teachers review and report to the Board on the delivery of the school curriculum, including structured literacy and structured mathematics, to inform ongoing actions
• leaders and teachers evaluate and enhance assessment and moderation practices to ensure high-quality information informs teaching and supports improved outcomes for all learners

Annually:

• the principal and the Board review student attendance, progress and achievement to support ongoing strategic planning
• leaders and teachers evaluate the breadth and depth of the school curriculum to identify areas for improvement and guide future teaching and learning priorities.

Expected outcomes

• Increased regular attendance for all learners.
• A rich and broad curriculum that provides students with diverse, meaningful learning experiences across all areas of The New Zealand Curriculum.
• Improved achievement for all learners in reading, writing and mathematics.

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 monitor 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:

• hold regular trial evacuation practices and report these to the School Board. 
  [Health and Safety at Work Act 2015; Fire and Emergency New Zealand Act 2017; Fire Safety, Evacuation Procedures and Evacuation Schemes Regulations 2018]  

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

2 October 2025