Beach Haven School

Beach Haven School

Te Ara Huarau | School Profile Report


This Profile Report was written within 7 months of the Education Review Office and Beach Haven School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website.


Beach Haven School is located in Beach Haven on the North Shore of Auckland and caters for Years 1 to 6 ākonga/learners. The school’s vision is to ‘Build Tomorrow Today’, through values of respect, responsibility, integrity and excellence.

Beach Haven School’s strategic priorities for improving outcomes for learners are:

  • Student Empowerment-Through ownership students make decisions, design their own learning and unlock and follow their passions, leading to ongoing improvement in student achievement.

  • Growing staff- Teachers and leaders are supported to develop and grow as professionals.

  • Community Engagement/Partnership- Parents are actively involved in school partnerships with staff, students and community.

You can find a copy of the school’s strategic and annual plan on Beach Haven School’s website.

ERO and the school are working together to evaluate how effectively the school improvement teams’ annual strategies and actions contribute positively to equitable and excellent outcomes for all ākonga, kaimahi/staff and school whānau/families.

The rationale for selecting this evaluation is:

  • the Curriculum Improvement team’s aim is to further develop a local curriculum that reflects the school’s ‘know the learner’ approach, which builds on empowerment and student agency

  • the Digital Improvement team is investigating and trialing digital technologies, to further engage ākonga and enhance teaching and learning acceleration practices

  • the Community Improvement team’s focus is on the continuous improvement of communication systems aimed at increasing whānau partnerships in school life

  • six years involvement in the Māori Achievement Collective (MAC) has been focused on moving beyond honouring, to giving full effect to Te Tiriti o Waitangi, linked to the Pacific Education Strategy

  • mathematics and literacy support for kaiako/teachers has been focused on embedding knowledgeable and informed pedagogical practices, to support delivery of the curriculum.

The school expects to see:

  • the ‘know the learner’ approach empowering ākonga to be independent inquirers; to be agentic in using formative assessment tools to direct their next learning steps

  • ākonga sharing their learning in meaningful ways which in turn involves whānau in the learning processes and practices

  • literacy and numeracy capability underpinning all other curriculum areas, so kaiako develop and implement initiatives that strengthen and accelerate ākonga progress and achievement

  • kaiārahi/leaders supporting the improvement teams to build capacity and positive outcomes for ākonga, kaimahi and community.


The school can draw from the following strengths to support its goal to evaluate how effectively the school improvement teams’ annual strategies and actions contribute positively to equitable and excellent outcomes for all ākonga, kaimahi and school whānau:

  • agency and empowerment in learning is visible and articulated by ākonga

  • ākonga acceleration stories where kaiārahi share data, ensure systems and processes are consistent and support contact with whānau

  • kaiako are supported to develop and grow their knowledge and skills to provide a responsive learning environment

  • kaiārahi and kaiako are all trained as learning coaches

  • the school instils a love of learning and broadening of horizons that children carry into their future.

Where to next?

Moving forward, the school will prioritise:

  • a focus on consistency of practices and processes, post the impact of interrupted years of Covid

  • reviewing for impact on equitable and excellent ākonga outcomes, the mid-year and end of year improvement teams’ strategic workplans

  • a new attendance programme that continues to focus on having all ākonga at school regularly

  • explicit teaching and learning processes and practices that access numeracy and literacy support to accelerate levels of achievement for ākonga not meeting curriculum expectations.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Shelley Booysen
Director of Schools

25 August 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Beach Haven School

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of March 2023, the Beach Haven School Board has attested to the following regulatory and legislative requirements:

Board Administration




Management of Health, Safety and Welfare


Personnel Management






Further Information

For further information please contact Beach Haven School, School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

25 August 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Beach Haven School

Provision for International Students Report


The Education Review Office reviews schools that are signatories 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 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 the Code.

No international students were enrolled at the time of the ERO review.

Self-review and attestation identify that the school is currently not taking students and that the review of practices and processes outlined in policy will be reviewed prior to accepting any international students.

Shelley Booysen
Director of Schools

25 August 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Beach Haven School - 26/10/2018

School Context

Beach Haven School is on Auckland’s North Shore and caters for children in Years 1 to 6. The culturally diverse roll includes 33 percent Māori children and 23 percent who have Pacific heritage. The local community has strong intergenerational connections with the school. Many children speak languages other than English.

The school’s vision is to ‘empower students, engage the community and grow staff’. The values of respect, responsibility, excellence and integrity are highly visible at every level of the school and are understood by children.

Since ERO’s last evaluation in 2015, school developments include:

  • introducing new leadership structures to enhance shared responsibility for the school’s strategic direction

  • teacher professional development programmes to support positive learning outcomes for children

  • improving te reo and tikanga Māori programmes as a result of internal evaluation

  • strategic planning to further develop digital learning opportunities for all children.

Leaders and teachers regularly report to the board schoolwide information about outcomes for children in the following areas:

  • achievement in reading, writing and mathematics

  • achievement in relation to school targets

  • community and whānau engagement

  • wellbeing and pastoral care

  • Māori and Pacific student progress and achievement

  • information about children with additional learning needs.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Beach Haven School is working towards achieving equitable and excellent outcomes for all of its children. The 2017 achievement data indicate that the majority, including Māori children, achieve at or above expected curriculum levels in reading, writing and mathematics. Leaders and teachers are continuing to improve the dependability of the school’s achievement data.

Over the past two years there has been some progress in raising children’s achievement in writing. Progress has been made in lifting Pacific children’s achievement over this period in reading and writing. Senior leaders recognise that further work is required to sustain these improvements and to attain greater parity for Pacific children. There is disparity in achievement evident for boys in reading, and particularly in writing.

Children achieve very well in relation to other valued outcomes. They:

  • experience strong relationships founded on respect, nurture and care

  • collaborate with and learn from each other

  • confidently articulate their ideas and opinions

  • have a strong sense of their identity, language and culture

  • demonstrate the Beach Haven values in everyday school life.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is becoming effective at accelerating learning for Māori and other children who need this.

The school is able to show good examples of children whose achievement is being accelerated. Leaders and teachers have useful plans focused on supporting children who are at risk of not achieving. These plans are designed to bring these children’s achievement into line with that of their peers and to address disparity within the school.

A Kaupapa Māori Support Teacher (KMST) supported by Māori language assistants, takes a lead role across the school to accelerate Māori children’s progress. School leaders have identified that their next step is to replicate this approach for accelerating Pacific children’s progress.

Teachers have participated in schoolwide professional development to build their professional capability and collective capacity. Deliberate teaching strategies to support and accelerate learning are evident in the classrooms.

The school has very effective partnerships with parents, whānau and the community. Good communication supports reciprocal, learning centred relationships between school and home. As a result, parents and whānau are actively involved in their children’s learning and the life of the school.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

School leaders and the board of trustees provide sound leadership. A purposeful strategic plan outlines a clear direction for school improvement. Policies, processes and practices are aligned to the school’s vision and values. Trustees, school leaders and teachers build relational trust and develop culturally responsive relationships with the school community.

The school is a ‘learning community’ for leaders, teachers and children. Senior leaders are a professional, collaborative team and are well led by the principal. They draw on educational research to engage in professional learning to improve outcomes for children.

The curriculum continues to evolve and learning opportunities respond to children’s identified strengths and learning needs. Transitions from early learning centres, through the school and on to intermediate school are well considered. The needs of individual children are prioritised. A reception class fosters play-based learning approaches designed to prepare new entrants for learning. Children learn collaboratively and have good access to digital technologies. This is a continuing and positive feature of the curriculum.

Leaders and teachers use a ‘strengths-based’ approach to promote children’s academic achievement and wellbeing. This approach informs schoolwide resourcing and improvement initiatives. Children have access to high quality resources to support their learning.

Children with additional learning needs are very effectively supported to experience success. Their learning opportunities are designed to provide appropriate challenge and support.

Teachers’ inquiries into their own practice underpin the effective appraisal system. Teams of teachers lead significant change processes and drive school improvement. They promote effective teaching strategies to engage children in their learning.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Trustees, leaders and teachers should continue to embed and sustain effective processes and strategies to accelerate children’s progress and learning by:

  • strengthening internal evaluation processes and practices so the school knows more about the effectiveness of programmes and initiatives

  • continuing to increase opportunities for children to take more ownership of their learning

  • building on existing cultural competencies within the school to improve outcomes for children.

3 Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • finance

  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration and certification

  • processes for appointing staff

  • stand down, suspension, expulsion and exclusion of students

  • attendance

  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • highly collaborative leadership that builds trust with children, parents and whānau

  • powerful partnerships with parents and whānau that support positive outcomes for children

  • the school’s vision, values and strategic direction for equity and excellence.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • systematically using internal evaluation for ongoing improvement and innovation, and to measure the impact of initiatives on improving learning outcomes

  • continuing to develop teaching and learning strategies that more effectively accelerate children’s learning

  • continuing to empower children to make decisions about, and plan for, their own learning.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in three years.

Violet Tu’uga Stevenson

Director Review and Improvement Services

Te Tai Raki - Northern Region

26 October 2018

About the school


Beach Haven Auckland

Ministry of Education profile number


School type

Contributing ( Years 1-6)

School roll


Gender composition

Girls 47% Boys 53%

Ethnic composition

Māori 33%
Pākehā 22%
Samoan 13%
Tongan 5%
Asian 5%
other Pacific 5%
other ethnic groups 16%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

September 2018

Date of this report

26 October 2018

Most recent ERO report(s)

Education Review June 2015
Education Review June 2012
Education Review May 2009