Our academic results are on a par with New Zealand’s top private schools. Every two years we measure our literacy and numeracy results in Year 5-8 classes, using the nationwide Progressive Achievement Tests (PAT’s). Our most recent results (2017) continue to confirm our pattern of high achievement. In mathematics Seven Oaks students average score is 49% higher than the national average for students of their age. Listening comprehension is 46% higher, reading comprehension is 39% higher and reading vocabulary is also 39% higher than the national average for students of their age.
(Percentage comparison with national average)
Focus on developing students’ creativity
The curriculum has a focus on developing students’ creativity, self-awareness, emotional being, responsibility, social skills and for them to feel a connection with nature.
Educators value students’ opinions
The trust continues to provide an environment that reflects the school’s philosophy. Extensive outside areas offer significant opportunities for exploration, creativity and extending students’ understanding of the natural world. Students spoken to by ERO expressed their enthusiasm for learning this way. Educators value students’ opinions and provide many different ways for them to express themselves.
Authentic learning opportunities
Students make good use of the many disposable resources to support authentic learning opportunities and individualised projects. For example, students have access to materials for building animal shelters and resources for craft work.
Educators work collaboratively
Educators have regular meetings to share and reflect on their programmes and practices. They work collaboratively to plan and implement programmes recognising the unique nature of each individual student and class groupings.
Positive relationships
Calm, confident educators work in caring, thoughtful ways to nurture individual learning styles. They make themselves available to students and students’ parents and take time to discuss students’ learning and development. There are positive relationships between trustees, educators, parents and students.
Supports different learning styles
The school’s curriculum suitably supports students’ different learning styles, needs and interests. Developing ‘The Brilliant Curriculum’ is ongoing as the leaders prepare to extend into offering secondary schooling. The curriculum provides a wide range of learning experiences including core subjects, such as literacy and mathematics, and a variety of optional studies. Science and technology also have prominence. These experiences include an emphasis on practical learning, problem-solving activities and meaningful interactions with the wider community and its environment.
Shared understanding about… emotional behaviours
Students are given significant opportunities to work at their own rate, follow their interests and develop their thinking skills. As students mature, they are increasingly given more opportunity to say how their classroom, and the school, is run. There is a shared understanding about the importance of acknowledging students’ emotional behaviours. This is expressed well by students and educators.
The curriculum has a focus on developing students’ creativity, self-awareness, emotional being, responsibility, social skills and for them to feel a connection with nature.
The trust continues to provide an environment that reflects the school’s philosophy. Extensive outside areas offer significant opportunities for exploration, creativity and extending students’ understanding of the natural world. Students spoken to by ERO expressed their enthusiasm for learning this way. Educators value students’ opinions and provide many different ways for them to express themselves.
Students make good use of the many disposable resources to support authentic learning opportunities and individualised projects. For example, students have access to materials for building animal shelters and resources for craft work.
Educators have regular meetings to share and reflect on their programmes and practices. They work collaboratively to plan and implement programmes recognising the unique nature of each individual student and class groupings.
Calm, confident educators work in caring, thoughtful ways to nurture individual learning styles. They make themselves available to students and students’ parents and take time to discuss students’ learning and development. There are positive relationships between trustees, educators, parents and students.
The school’s curriculum suitably supports students’ different learning styles, needs and interests. Developing ‘The Brilliant Curriculum’ is ongoing as the leaders prepare to extend into offering secondary schooling. The curriculum provides a wide range of learning experiences including core subjects, such as literacy and mathematics, and a variety of optional studies. Science and technology also have prominence. These experiences include an emphasis on practical learning, problem-solving activities and meaningful interactions with the wider community and its environment.
Students are given significant opportunities to work at their own rate, follow their interests and develop their thinking skills. As students mature, they are increasingly given more opportunity to say how their classroom, and the school, is run. There is a shared understanding about the importance of acknowledging students’ emotional behaviours. This is expressed well by students and educators.