Beckenham Te Kura o Puroto

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 

Beckenham Te Kura o Pūroto provides education for learners in Years 1 to 8. Pākehā / New Zealand-European make up 82% of learners with 14 % of learners identifying as Māori. The school is situated in the Beckenham loop and uses the green space and facilities of Beckenham Park. The school values are: We Care, We Love Challenge, We Make a Difference, We Love Learning and We Get There Together. 

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

Expected improvements

Since the last review the school prioritised targeted professional learning to build teachers’ confidence and capability in structured literacy. Consistent literacy teaching across the school aimed to improve learner agency and engagement.

Findings 

The school has made good progress in developing teacher capability in structured literacy, with consistent implementation evident across classrooms. Targeted professional learning along with regular observation and feedback are improving explicit instruction, leading to greater learner engagement and aligning with the school’s goal of ensuring progress and achievement for all learners.

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 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.
• Chronic absence is reducing over time. 

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 for 2030 and is likely to meet them by 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 engage respectfully with peers and staff, consistently upholding the school’s values and demonstrating a strong sense of belonging.
• Teachers use intentional, relationship-based approaches to support learning.
• Leaders sustain a collaborative and cohesive school culture that supports consistent, high-quality teaching and learning, improving outcomes for all learners.
• Learners with additional needs are identified early and well supported through effective strategies that are developed in partnership with whānau.
• Effective teacher inquiry is reflective, data-driven and collaborative, with a clear focus on learner progress and wellbeing.

Key priorities

• Develop specific measurable achievement goals that are shared with learners, whānau and the wider school community.
• Reduce the disparity between groups of learners in writing progress and achievement.
• Strengthen and expand teaching practices so the cultural identities of all learners are visibly and meaningfully represented throughout the school, reinforcing the school’s commitment to Te Tiriti o Waitangi.
• Continue to improve regular attendance and reduce chronic absence.

Actions to bring about improvement 

Within six months:

• school leaders will set specific and targeted 2026 achievement goals to accelerate learner progress that support equitable outcomes for all learners
• school leaders and staff review teaching practices and programmes to refine consistent school wide expectations

Every six months:

• school leaders review and respond to student achievement and progress data to align resourcing that supports ongoing improvement for all learners

Annually:

• leaders and the School Board work together to create a strategic plan that drives student achievement and fosters inclusive, equitable teaching practices across the school
• leaders and teachers track attendance trends and implement strategies that support learners and their whānau to attend school regularly.

Expected outcomes

• Equitable progress and outcomes for all learners especially in writing.
• The school’s commitment to Te Tiriti o Waitangi is reflected through teaching and learning practices and environments that celebrate and respond to the strengths and needs of an increasingly diverse community.
• Increased regular attendance and further reduced chronic absence.

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

8 October 2025