Longbeach 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.

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 

Longbeach School provides education for learners in Years 1 to 8. The school’s roll is 140. The majority of learners identify as Pākehā | New Zealand European. The school’s vision is Everyone Reaching for the Stars and its values are Honesty, Respect, Caring, Courage, Effort, High Achievement, Pride and a Sense of Humour.

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

Expected improvements and findings 

This section is about the progress the school has made since the January 2023 ERO report. It includes an explanation of the expected improvements and findings.   

ERO and the school have worked together to evaluate how effectively the implementation of depth and complexity strategies enables students to be reflective and critical thinkers. The school expected to see learners articulating their learning and making links through rich conversations about what they are learning and why.

School information shows that learners have greater understanding of the Depth and Complexity Framework and are becoming more confident in its use. This is reflected in their daily work and interactions with peers and teachers. 

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 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 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 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 display a strong sense of belonging, positive relationships with each other and a sound knowledge of the school values.
• Learners are well supported through caring relationships with staff, carefully considered programmes and targeted resourcing.  
• Leaders strategically plan for curriculum development to enhance and sustain high levels of achievement for all learners.  
• Structured, explicit approaches to teaching literacy and mathematics are in place and staff are well positioned for future curriculum development.  
• A broad curriculum effectively links community aspirations and contexts, providing enriched leadership opportunities for learners.  
• High expectations and effective collaboration guide the shared vision for achieving equity in learning for all learners.
• Teacher self-inquiry and the gathering and analysing of data inform the approach to building staff capability and inform next steps. 

Key priorities

• Build a shared understanding and integrate Te Tiriti o Waitangi and te ao Māori within local and national curriculum contexts.
• Review and evaluate the impact of targeted programmes and interventions implemented to accelerate learner progress and achievement.
• Further increase regular attendance and sustain the reduction of chronic absence.

Actions to bring about improvement:

Every six months:

• leaders evaluate the progress made to develop a shared understanding of Te Tiriti o Waitangi and te ao Māori practices in alignment with national expectations and the local context
• leaders and teachers monitor and review the progress of targeted programmes and interventions to meet the needs of learners
• leaders and teachers review and refine the strategies in place to increase regular attendance for learners.

Annually:

• leaders review and refine schoolwide teacher planning and practice to ensure that Te Tiriti o Waitangi and te ao Māori concepts are effectively integrated into the curriculum
• the School Board and leaders evaluate the impact of targeted interventions on learner progress and achievement and use this information to allocate resources to support their needs
• leaders review and report attendance information to the School Board, identifying the initiatives that have been most successful in increasing regular attendance.

Expected outcomes

• A cohesive approach to the integration of Te Tiriti o Waitangi and te ao Māori within curriculum delivery.
• Outcomes for learners enhanced by the effective use and evaluation of targeted interventions.
• Increased regular attendance of learners and sustained reductions in 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 (Acting)

20 August 2025