Golden Sands 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 

Golden Sands School provides education for learners in Years 1 to 6. The school roll is 471 students, 55% identify as New Zealand European/Pākehā, 24% as Māori, 12% Asian, 10% Indian and 9% other ethnic groups. The school’s vision statement is ‘E Kore au e ngaro, he kākano ahau I ruia mai I Rangiātea’ – ‘I will never be lost, I am a seed of Rangiātea’. This vision is underpinned by the school’s PROUD values for learners and staff to be Proactive, Respectful, Open, Understanding and Dependable.

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

Expected improvements

The school focused on evaluating how effectively the curriculum improves to promote inclusion, wellbeing, equitable and excellent outcomes for all learners.

Findings 

The school made good progress. Cultural responsiveness is strengthened through inclusive practice and teacher coaching cycles aligned to mathematic programmes and schoolwide practices.

Teachers are supported to meet learners where they are at and respond to their interests, needs, and identities in relevant and engaging learning contexts. A concept-based curriculum strengthened schoolwide capability in te ao Māori, including increased connections with mana whenua and authentic learning experiences. 

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 not yet 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 not yet 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.

• 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 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 towards meeting Government reading, writing and mathematics 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

• Learners are highly engaged within inclusive, responsive learning environments that reflect their interests and backgrounds leading to a strong sense of belonging and a positive school culture.
• Learners benefit from well-embedded collaborative and inclusive teaching practices that support strong, respectful relationships with their teachers.
• Senior leaders provide cohesive, effective leadership that supports high expectations and continuous improvement for learner success and wellbeing. Detailed strategic planning provide clear measures to evaluate the school’s progress and drive improvement.
• Leadership has established robust processes for teachers to reflect on, probe into and adapt their practice to enhance teaching and learning programmes.
• Structured literacy and mathematics approaches are well embedded across the school and support learners to progress and achieve well.
• The impact of staff development on teaching and learning programmes is further enhanced through teachers ongoing inquiries into the impact of their practices on learner outcomes. 

Key priorities

• Continue the planned integration of curriculum, assessment and reporting changes aligned in line with New Zealand Curriculum requirements.
• Maintain the school’s focus on high expectations for all learner’s progress to improve equitable outcomes for all groups of learners in literacy and mathematics.
• Strengthen schoolwide learner confidence and staff capability in te reo Māori, tikanga Māori and te ao Māori to further support Māori learners to achieve success as Māori.
• Improve and sustain high levels of regular attendance.

Actions to bring about improvement 

Within six months:

• leaders and teachers work together to develop ways to integrate te reo Māori, tikanga Māori and te ao Māori across the school in teaching and learning programmes

Every six months:

• leaders monitor and report progress against the implementation of changes aligned to the 2026 New Zealand Curriculum requirements and their impact of learner progress and achievement
• leaders provide initial guidance and professional learning to support adjustments in assessment and reporting to parent requirements
• leaders monitor and report on the implementation of te reo Māori, tikanga Māori and te ao Māori across the school and in teaching and learning programmes to inform next steps
• leaders review attendance data to gauge the impact of targeted strategies and adjust as needed  

Annually:

• leaders and teachers evaluate the impact of changes in teaching and learning, assessment and reporting requirements on learner progress and achievement, including equity for all groups of learners
• leaders evaluate and report on the impact on learner outcomes and progress with building staff capability to integrate te reo Māori, tikanga Māori and te ao Māori across the school curriculum
• leaders and the Board evaluate the attendance plan strategies to determine the impact on increasing attendance and identify further areas for future improvement. 

Expected outcomes

• Improved student progress and achievement, with equitable outcomes for all groups of learners.
• The school curriculum is fully aligned with The New Zealand Curriculum, assessment and reporting requirements to support effective teaching and learning.
• Confident learners and teachers of te reo Māori, tikanga Māori and te ao Māori in schoolwide teaching and learning programmes.
• Sustained high rates of high regular attendance.

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

18 March 2026