Beckenham Te Kura o Pūroto

What ERO wrote in its latest report

This is ERO’s report of 8 October 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

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.

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 ongoing improvement to the quality of education for learners are well established.

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 Safety The school board is taking reasonable steps to ensure student health and safety.

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.

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 A large majority of learners meet or exceed the expected curriculum level. Results are becoming more 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 becoming more 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 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

Read this report on ero.govt.nz →