Oxford Crescent 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.

About the School

Oxford Crescent School provides education for students between Years 1 and 6. The school’s roll is 343, with 20% of students of Māori descent. The school vision is Alive with Learning - Te Ako Ora and STAR values are that students are Safe, Team players, Active learners and Respectful.

Part A: Parent Summary

How well placed is the school to promote educational success and wellbeing?

How well are learners succeeding?Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.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 high quality education for learners are driving excellent school performance.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 responds well to a wide range 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 6

This table outlines how well students across the school meet or exceed the expected curriculum level.

Foundation Skills

 Reading

Almost all learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Writing

Almost all learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Mathematics

Almost all learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Attendance

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

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

The school has good quality planning to increase the rate of progress for all groups of students.

The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.

The school has significantly 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.

An explanation of the terms used in the Parent Summary can be found here: Guide to ERO's school reports.

Part B: Findings for the school

This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.

Areas of Strength

Outcomes for learners are equitable and excellent; strong learning focussed relationships are well established. 

Students with additional learning needs are well supported to achieve educational goals; teachers and whānau work together to develop individual education plans that support student success. 

Strategic and well-informed leadership drives improvement and sets high expectations for teaching and learning.

Professional strengths and development needs are regularly identified and supported to sustain high quality teaching and improved outcomes for students.

The school uses a range of successful initiatives with whānau and the community to encourage meaningful partnerships in the life of the school 

Key priorities and actions for improvement 

The agreed next steps for the school are to:

• consolidate curriculum knowledge and strategies that guide teaching practice in reading, writing, mathematics and well-being across the school
• refine systems to capture student and community feedback and ideas that strengthen school improvement
• strengthen the use of te reo Māori, tikanga Māori and mātauranga Māori within curriculum delivery
• monitor and strengthen processes to improve student attendance.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months:

• strengthen new curriculum knowledge and review approaches to teaching and learning to ensure consistency across the school

Every six months:

• evaluate, plan and implement opportunities that enable students and the community to further contribute to school improvement initiatives with a focus on wellbeing
• evaluate te reo Māori, tikanga Māori and mātauranga Māori teaching and learning practices using observations, teacher, student and whānau reflections to inform improvement actions
• track, monitor and analyse attendance information and adjust targeted strategies for ongoing improvement

Annually:

• analyse and report student progress, achievement, wellbeing and attendance information overtime and plan further improvement priorities and initiatives
• evaluate the consistency of literacy and mathematics teaching and learning on progress and achievement to inform improvement plans.

Actions taken against these next steps are expected to result in:

• consistent teaching strategies that guide responsive teaching, particularly in literacy, mathematics and wellbeing
• te reo Māori, tikanga Māori and mātauranga Māori purposefully integrated throughout the curriculum
• increased use of student and community feedback in school improvement decision making
• improved levels of attendance that meet or exceed the Government’s target for regular attendance.

Part C: Regulatory and Legislative Requirements

Board Assurance with Regulatory and Legislative Requirements

All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.

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

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Report and is due within three 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
Acting Director of Schools

13 May 2025

Education Counts

This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home