Andersons Bay 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 

Andersons Bay School provides education for students in Years 1 to 6. The school has a roll of 314 students 11% of whom identify as Māori, 3% as Pacific and 11% as Asian. The school’s vision is for staff and students to be ‘Absolutely Our Best’ and this is promoted through the school’s Pillars (values) of being ‘Responsible, Resilient, Reflective and Respectful’.

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

Expected improvements

The school focused on increasing opportunities for all students to build confidence and competencies in te reo me ōna tikanga Māori. The school expected to see Māori learners and their families experiencing a sense of belonging and pride in culture, language and identity to support positive engagement and achievement.

Findings 

There are strengthened opportunities for students to learn te reo Māori and participate in tikanga Māori every day and for special events. Leaders and teachers participate in professional learning to build their confidence and capability to integrate te reo me ōna tikanga Māori in teaching and learning programmes. Whānau Māori have termly opportunities to meet with school leadership and governance and to contribute to plans to improve outcomes for Māori learners. School information shows Māori learners achieve at equitable outcomes in reading, writing and mathematics. 

Other findings 

In response to changes to the New Zealand Curriculum leaders and teachers undertook significant professional learning in explicit, structured approaches to teaching. As a result, students increasingly have equitable access to quality curriculum and teaching.  

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.

How well are learners succeeding?Success and progress for all learners is increasing.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 foundational 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 1 to 6 

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.

Less than a third

Less than half

Small majority

Large majority

Most

Almost all

0 to 33%

34 to 49%

50 to 64%

65 to 79%

80 to 90%

Over 90%

Reading

Most learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Writing

A large majority of learners meet or exceed the expected curriculum level.

Results are not yet equitable for all groups of learners.

Mathematics

A large majority of learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Attendance

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

• Most learners attend school regularly.
• The school is at 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.

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.
• 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 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 to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
• The school is making progress to meet Government reading, writing and mathematics targets set for 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 are well known as individuals and learners and know that teachers care about their wellbeing and learning.
• The school’s ’pillars’ (values) of being responsible, respectful, resilient and reflective are actively promoted, well known by learners and applied to their relationships and learning.
• Learners benefit from well designed, structured teaching and learning approaches that provide clarity and effectively support them to engage deeply and feel successful as learners.
• Leaders and teachers share high expectations for fostering effective teaching practice and supporting all learners to progress and achieve.
• Leaders and teachers draw on research, evidence and a range of learning information to examine and refine effective teaching practice.
• Leadership is strategic, reflective and evidence-based and systematically pursues goals for school improvement and positive learner outcomes.
• Leaders and teachers recognise, affirm and value the diverse identities, languages and cultures of learners and their families.

Key priorities

• Embed structured approaches to teaching writing and mathematics.
• Further develop and embed targeted planning and teaching for students needing to have their learning accelerated to meet curriculum expectations.
• Implement and evaluate the school’s wellbeing programme to foster all students’ positive view of themselves, resilience and self-care capabilities.
• Analyse progress and achievement information to know about and support equity of outcomes for all groups of students.

Actions to bring about improvement 

Within three months:

• leaders and teachers review and update writing and mathematics curriculum guidelines and teaching plans to reflect curriculum changes and school expectations for explicit, structured teaching
• leaders and teachers develop clear planning and monitoring processes for targeted teaching to accelerate progress for students who need this
• leaders develop implementation planning for the wellbeing curriculum including appropriate approaches for monitoring learning and wellbeing outcomes
• leaders establish clear processes for collecting and analysing progress and achievement data across all student groups 

Every six months:

• leaders and teachers evaluate how effectively teachers are enacting expectations for the teaching of writing and mathematics using observations, student voice, and achievement data and engage in relevant professional learning
• leaders and teachers review progress of students receiving targeted support; adapt plans and interventions based on data and teacher feedback
• leaders gather and analyse wellbeing data (student voice, surveys, observations, evidence of learning) to review programme effectiveness and provide staff professional learning as needed
• leaders and teachers review equity of outcomes using achievement and engagement data and adjust teaching programmes and interventions accordingly

Annually:

• leaders analyse overall progress and achievement trends in writing and mathematics; report findings to staff and governance; set next-year improvement targets and professional learning priorities
• leaders and teachers evaluate the impact of targeted teaching on accelerated progress; identify successful strategies; refine school-wide systems for equity and acceleration
• leaders and teachers evaluate overall impact of wellbeing programme on student resilience and self-care; report findings; update curriculum and wellbeing strategies for the next year
• leaders report to governance on equity of learner outcomes; identify trends and priority areas and set school-wide goals for reducing disparities.

Expected outcomes

• Teachers consistently use structured approaches in writing and mathematics, leading to improved student achievement.
• Students needing acceleration make measurable progress toward curriculum expectations.
• Students’ resilience, self-care capabilities, and positive view of themselves are effectively fostered and shown in wellbeing data.
• Equity gaps in achievement reduce over time, with all student groups making expected progress.

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

2 February 2026