5 Oxford Crescent , Upper Hutt CBD, Upper Hutt
View on mapTēnā 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.
Oxford Crescent School provides education for students between Years 1 and 6. The school’s roll is 343, with 20% of students of Māori descent. The school vision is Alive with Learning - Te Ako Ora and STAR values are that students are Safe, Team players, Active learners and Respectful.
| How well are learners succeeding? | Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups. |
| 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 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 high quality education for learners are driving excellent school performance. |
| 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. |
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Writing | Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Mathematics | Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
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.
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.
The school has good quality planning to increase the rate of progress for all groups of students.
The school has significantly 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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 2030.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Outcomes for learners are equitable and excellent; strong learning focussed relationships are well established.
Students with additional learning needs are well supported to achieve educational goals; teachers and whānau work together to develop individual education plans that support student success.
Strategic and well-informed leadership drives improvement and sets high expectations for teaching and learning.
Professional strengths and development needs are regularly identified and supported to sustain high quality teaching and improved outcomes for students.
The school uses a range of successful initiatives with whānau and the community to encourage meaningful partnerships in the life of the school
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Yes
Yes
Yes
Yes
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Report and is due within three 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
Acting Director of Schools
13 May 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Oxford Crescent School in Upper Hutt is for Years 1 to 6 students. Of the roll of 306, 33% of students are Māori and 2% are of Pacific heritage.
The mission is to create a school alive with learning according to the needs of and in partnership with students and the community. The vision is to develop active and literate lifelong learners who are able to participate in the digital world, be responsible, independent thinkers and communicators who participate and collaborate with others. The school’s STAR values are for being: safe, a team player, active learners and respectful.
Key strategic goals for 2018 are to raise student achievement in writing, to accelerate Māori and boys’ achievement in mathematics, and to improve student engagement.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas: student achievement and progress in reading, writing and mathematics.
Since the June 2015 ERO report, the roll has increased by 20%. The previous principal retired at the end of Term 1, 2017 and new principal was appointed for Term 3, 2017. Many new teachers have joined the staff. A new senior syndicate leader began at the start of 2018.
The school continues to focus on achievement of equitable and excellent outcomes for students.
At the end of 2017, most students continue to achieve at national expectations in reading and mathematics. Achievement in writing is slightly lower.
Over time, since 2015, there have been slight increases in boys’ writing and girls’ mathematics achievement. For Māori students, there have been slight overall increases in achievement in reading and writing, and a slight decline in mathematics.
Reducing disparity in student outcomes is ongoing.
There is a strategic focus on continuing to accelerate the progress of Māori students who need targeted support to achieve well.
Many students involved in specific literacy support programmes made accelerated progress during 2017.
Students are well supported to be successful learners. The STAR values are reflected in learning programmes. Students understand the role of key competencies in enabling learning. Senior students’ involvement in community projects enhances this aspect of the school curriculum. Students are increasing their use of digital technologies to share their learning with their teachers, parents and whānau. Regular kapa haka and te reo Māori programmes are valued by students. There are high expectations for students to self-manage and take responsibility for their learning. Leaders and teachers grow their knowledge of individuals, particularly targeted students, to better cater to their learning interests and needs.
Leaders and teachers seek improvement in student outcomes and to know about the difference they are making. Considered professional leadership for ongoing improvement in the responsiveness of the curriculum is evident. Teachers are encouraged to explore new strategies to foster students’ leadership and engagement in learning. Well-established systems support teachers to identify, track and report on the impact of special programmes and additional resources for learning. The special education needs coordinator seeks opportunities, additional resources and external expertise to improve student outcomes.
Development of teachers’ professional practice is aligned to improving students’ learning. The induction of new teachers and appraisal processes continue to develop and strengthen. There is clear alignment between individual teachers’ goals, observations of their practice and provision for the teaching and learning of target students. Inquiries into individual teaching strategies support increased reflective practices by teachers. Targeted staff professional learning and development and increased involvement in leadership broaden learning opportunities for students.
Partnerships for learning are promoted. School leaders and trustees continue to increase their engagement with and consultation of the school community, families, whānau, students and staff.
Stewardship by the board of trustees is improvement focused. A core group trustees provide continuity and stability in governance. Trustees seek to provide all students with equitable learning opportunities and experiences through carefully considered resourcing decisions. The board uses data well to scrutinise the school’s performance and set improvement targets for achieving equity and excellence in student outcomes. Trustees are well informed about the impacts of board funded programmes for students.
The use of self review and inquiry by leaders and teachers continues to develop. Strengthening teachers’ use of assessment and analysis of data to inform teaching is an ongoing next step. This includes further developing teachers’ understanding of acceleration and its role in improving learning for those students who need this. In turn, this should also enable teachers to better evaluate the impact that specific strategies for teaching and learning have on student outcomes.
Leaders should strengthen their use of internal evaluation to determine which recent initiatives and innovations are working well for students, and how. Findings from this evaluation could then be used to develop clear expectations to guide effective teaching, aligned to the planned review of the school curriculum, and related particularly to play-based learning, literacy and mathematics programmes.
More regular tracking and monitoring of the progress of target students by trustees should assist the board to make more responsive resourcing decisions.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
ERO is likely to carry out the next external evaluation in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
1 August 2018
| Location | Upper Hutt |
| Ministry of Education profile number | 2943 |
| School type | Contributing (Years 1 to 6) |
| School roll | 306 |
| Gender composition | Male 52%, Female 48% |
| Ethnic composition | Māori 33% Pākehā 57% Asian 6% Pacific 2% Other ethnic groups 2% |
| Students with Ongoing Resourcing Funding (ORS) | Yes |
| Provision of Māori medium education | No |
| Review team on site | June 2018 |
| Date of this report | 1 August 2018 |
| Most recent ERO report(s) | Education Review June 2015 Education Review July 2011 Education Review December 2007 |