Botany Downs Secondary College

What ERO wrote in its latest report

This is ERO’s report of 18 May 2026 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

School Evaluation 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

Botany Downs Secondary College located in East Auckland, is a coeducational secondary school providing education for students in Years 9 to 13. The current roll is 1996, with 58% Asian; 29% New Zealand European/ Pākehā ; 7% Pacific heritage and 5% Māori . The schools vision aims to foster ‘ Knowledge with Character’, creating a whānau -based, innovative learning community where students are empowered as confident, connected, and self-managing lifelong learners .

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 January 2023 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

Botany Downs Secondary College focused on strengthening relationships with mana whenua ( Ngāi Tai ki Tāmaki ), gathering the aspirations of whānau and aiga (families) to inform school evaluation, and the appointment of a kaiāwhina to support the process.

Findings

The school has made progress in strengthening outcomes for ākonga Māori through a dedicated tikanga based space, improved information sharing, increased whānau engagement, and strengthening connections with mana whenua . Staff capability-building, the appointment of a specialist te reo Māori cultural leader, and culturally responsive initiatives have raised the profile and increased accessibility for Māori language, culture and identity to support student engagement and belonging.

What we know about learner success

This section provides a summary of learner success, wellbeing and foundation school conditions, including any education in Rumaki/Reo Rua settings. The judgments are based on the ERO School Improvement Framework and evidence provided to ERO during the evaluation.

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%

Learner success and wellbeing

This section provides a summary of learner success and wellbeing.

Learners experience high levels of success and wellbeing.

Most students achieve National Certificate of Education (NCEA) Level 2 and 3, and a large majority of students achieve University Entrance.

Almost all students achieve literacy and Numeracy co-requisites by the end of Level 2.

Most students in Years 9 and 10 achieve at or above expected curriculum levels in reading, writing and mathematics.

A large majority of students attend school regularly; attendance is improving towards Government targets.

Conditions to support learner success

This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.

School leadership works strategically and collaboratively with clear purpose to sustain successful outcomes for learners.

Leaders use reliable data and evidence to evaluate the impact of systems and initiatives for continuous improvement in learner outcomes and wellbeing.

Leaders set and pursue student-centred improvement goals to ensure that strategic goals support high expectations for learner success.

School leaders attract, retain and develop effective teaching teams focused on continuous improvement.

Consistently high‑quality teaching practices and a coherent, responsive curriculum actively promote high levels of learner engagement and achievement.

Student engagement and achievement is promoted through rich curriculum opportunities and learning experiences, extensive co-curricular options, career pathway planning and future focused courses.

Teachers and leaders effectively use systems and processes for monitoring and reporting on student engagement and achievement that enhance partnerships and ensure students participate in meaningful learning.

Teachers build strong, reciprocal relationships underpinned by mutual trust and respect, and deliberately establish learning environments that promote collaboration, inclusion and engagement.

Students requiring additional learning support are identified and interventions put in place to minimise barriers to learning. Learners with additional needs make steady progress.

School systems and processes are coherent, consistently communicated, and clearly understood supporting positive learner outcomes.

Professional learning for staff is well planned, meaningful and aligned to school and Government priorities; leaders and teachers work collaboratively to strengthen the quality and consistency of teaching school wide.

Students experience a positive and inclusive school culture that supports their wellbeing and learning.

The school has effective pastoral systems that support student engagement and wellbeing.

The Botany Downs Secondary College Board make informed strategic decisions based on data and reporting from leaders.

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 identifies key priorities and actions for improvement.

Key priorities

Increase regular attendance to meet Government targets.

Enhance schoolwide tracking and monitoring of priority learners for increased equitable and excellent outcomes for all groups of learners.

Further strengthen schoolwide evaluation for improvement to increase consistency, coherence and the focus on learner outcomes.

Actions to bring about improvement

Every six months:

leaders monitor, review, and refine the attendance management plan to improve regular attendance

teachers and leaders review tracking data for priority learners to monitor progress, evaluate impact, and adjust teaching and supports

leaders review and enhance school wide systems and processes of internal evaluation for increased consistency in practices

Annually:

leaders and Board evaluate the attendance plan to ensure initiatives continue to improve regular attendance

leaders and teachers systematically review schoolwide tracking data for priority learners, evaluate the effectiveness of teaching and targeted supports, and adjust actions to accelerate progress and improve equitable outcomes

leaders and teachers further enhance systems and processes for consistent internal evaluation of practices.

Expected outcomes

Increased regular attendance to meet government targets.

Excellent and equitable achievement outcomes for all groups of learners.

Consistent internal evaluation of systems, processes and practices school wide.

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 May 2026

Read this report on ero.govt.nz →