Foxton Beach School

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 105 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. August 2017

   188

   Counted while ERO’s review team was at the school. Education Review Office, report of 30 October 2017

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 15 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

Foxton Beach School, in the Horowhenua district, provides education for learners in Years 0 to 8. On the roll of 133 students, 65% identify as Pākehā /New Zealand European, and 29% of learners identify as Māori .

A Limited Statutory Manager (LSM) has been working with the school Board since May 2025.

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

Expected improvements

ERO and the school focused on how well a holistic approach to teaching, learning, and curriculum design was embedded. The goal was to support the development of the whole learner and improve educational outcomes for all.

The school expected to achieve strengthened culturally responsive practices with learning programmes grounded in t e ao Māori and the mātauranga of local hapū and iwi that would result in improved student attendance and engagement in learning and an increase in equitable outcomes for all learners.

The school has made limited progress made these areas.

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? Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well.

What is the quality of teaching and learning? The school needs to improve teaching and learning.

How well does the school curriculum respond to all learners needs? Learners have some opportunities to learn across the breadth and depth of the curriculum. There is a variable 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.

How well does the school include all learners and promote their engagement and wellbeing? The school is taking steps to improve learners’ engagement, wellbeing and inclusion.

How well does the school partner with parents, whānau and its community for the benefit of learners? The school needs to improve its reporting to parents / whānau about their child’s learning, achievement and progress. The school should improve its collection and use 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 ERO was unable to verify the extent to which learners meet or exceed the expected curriculum level.

Writing ERO was unable to verify the extent to which learners meet or exceed the expected curriculum level.

Mathematics ERO was unable to verify the extent to which learners meet or exceed the expected curriculum level.

Attendance

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

Less than half of learners attend school regularly.

The school is behind the target of 80% regular attendance.

The school is developing a suitable plan to improve attendance.

Regular attendance is not yet improving towards or beyond the target.

Chronic absence is not yet reducing over time.

Assessment

This section is about how the school assesses learner progress and achievement.

The school is not yet using an appropriate approach or reliable practices to accurately find out about achievement against the curriculum.

Teachers should improve 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 does not have good quality planning to increase the rate of progress for all groups of students.

The school has not improved achievement and progress for those learners most at risk of not achieving since the previous review.

The school has not extended achievement and progress for learners working at or above curriculum levels since the previous review.

The school is not making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.

Support

During the course of this review ERO had concerns about the quality of education being provided. The Limited Statutory Manager (LSM) has developed an outcomes plan to address these concerns.

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

The school Board and senior leadership team are proactively working with a LSM to address areas of concern outlined in this report.

Leadership is developing expectations for teaching and learning across the school to improve outcomes for students.

Students learn in an inclusive environment that are well resourced; positive relationships exist between teachers and students.

The school is focussing on strategies for accelerating progress in literacy; teacher professional development and individual coaching is targeted at strengthening teaching practice for improved student outcomes.

The school affirms, values and caters for students with additional learning needs; these students’ sense of wellbeing, identity and belonging is supported by a range of initiatives.

Key priorities

Implement policies, procedures and sustainable systems that meet statutory obligations and guide school operations.

Improve the quality of teaching to accelerate student achievement in reading, writing and mathematics.

Develop and implement consistent schoolwide assessment practices.

Improve the use of assessment information as the foundation for planning, teaching and reporting to parents.

Develop consistent school-wide expectations to provide independent, purposeful and well-paced learning opportunities.

Improve student attendance.

Actions to bring about improvement

Within three months:

the school Board formalises an evidence based strategic plan; communicate these priorities with the school community

the school Board and leaders d evelop and implement an action plan with clear timeframes and accountabilities to address the areas for improvement in this report

Within six months:

leaders and teachers strengthen student assessment practices and moderation of data to ensure it guides teacher planning and focusses on accelerated progress

leaders and the school Board develop an attendance plan, including systems and processes for monitoring to increase the rate of regular attendance and reduce chronic absences

Every six months:

leaders review and regularly report on the progress with implementing the school’s action plan in relation to addressing the areas for improvement in the ERO report

leaders and teachers evaluate the impact of evidenced-based, responsive teaching and learning on student progress and achievement and plan next steps

leaders and teachers analyse assessment information to plan learning initiatives and interventions to improve learning outcomes and identify next steps

leaders and teachers track and monitor mid-year and end of year attendance information, and review and adjust targeted strategies as required

the school Board and leaders review the attendance plan to identify effective initiatives and plan actions for ongoing improvement

Annually:

leaders track, analyse and report on achievement, progress and information to the board to identify and plan priority actions

the school Board and leaders analyse attendance, achievement and wellbeing outcomes and report to the community to support improvement.

Expected outcomes

School leadership and planning are enhanced to drive improvements in students’ progress and achievement in literacy and mathematics.

Robust systems and processes ensure statutory requirements for school operations are consistently met.

Teaching programmes use evidence-based approaches in teacher planning, assessment, and teaching and learning strategies.

Increased regular attendance that meet the Government’s target for regular attendance.

Regulatory and Legislative Requirements

This section of the report is about how the school meet 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

Recommendation to the Ministry of Education

ERO recommends that the MOE continue with ongoing support from the LSM to address the areas of concern outlined in this report.

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

15 October 2025

Read this report on ero.govt.nz →