Baverstock Oaks 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

Baverstock Oaks School is school for students in Years 1 to 6. The school roll is a culturally diverse. Approximately 33% percent of students identify as Asian, 27 % Indian, 16% as Pacific, 5% as Pākeha | New Zealand European and 4 % identify as Māori. Many students are learning English as an additional language. The school vision learning to grow, growing to learn and the core values of belonging, opportunity, service, and sense of family are foundations of the school.

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 accelerating progress for Māori learners, Pacific learners, and boys through targeted teaching initiatives. Teachers were expected to use effective intervention strategies and targeted teaching initiatives to boost achievement. 

Findings

The school has made progress. Staff have embedded structured literacy practices and used additional staffing to support literacy and mathematics programmes. These efforts resulted in increased reading and mathematics achievement among Māori students, Pacific students, and boys. 

Student attendance has improved across all groups. Stronger connections with whānau Māori and Pacific families, along with efforts to celebrate all cultures, have strengthened school engagement.

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.

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 significantly 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.

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

• Students learn in inclusive environments and engage well with their learning. A strong sense of belonging and wellbeing is evident.
• Indoor and outdoor learning environments effectively support the delivery of the New Zealand Curriculum.
• Teaching programmes focus on reading, writing and mathematics. Teachers participate in appropriate professional development to enable on going improvements in teaching and learning.
• Leaders clearly outline expectations for programme planning, teaching and assessment to ensure consistency of teaching practice across the school.
• The school Board and leaders make resourcing decisions that meet diverse needs of students and improve progress and achievement with enhanced levels of staffing.
• The school builds strong, reciprocal relationships with external agencies, and professional networks, to enhance learning and reducing barriers to student success.

Key priorities

• Monitor the effectiveness of initiatives to increase student attendance.
• Increase equitable achievement in reading, writing and mathematics.
• Align current school mathematics and literacy programmes and assessment with changes to the New Zealand Curriculum.
• Develop learner focused partnerships with parents and whānau with curriculum and assessment changes, to support progress for learners.

Actions to bring about improvement

Every six months:

• leaders closely monitor the effectiveness of initiatives to improve student attendance and adjust where needed
• teachers use student progress and achievement data to evaluate the effectiveness of initiatives to accelerate progress

Annually:

• leaders analyse student achievement information and use it to inform future decision-making, including future professional development priorities
• leaders evaluate how well acceleration programmes are shifting student progress and achievement for all groups of students in reading, writing, and mathematics
• leaders report attendance trends and patterns to the school Board, determine further actions and share with the school community. 

Expected outcomes

• Improved levels of regular attendance.
• Improved achievement for all students in reading, mathematics and in particularly writing.
• Curriculum and assessment guidelines that align with the refreshed New Zealand Curriculum.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students. 

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

Provision for International Students

This section of the report is about the provision of education for international students. 

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.

At the time of this review there were 2 international students attending the school, and no exchange students. International students actively engage in teaching and learning and school wide activities. Students receive quality English language programmes.

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

28 November 2025