Call us on +64 (0)3 377 8603

Our results speak for themselves

IMAGEBG1
As an independent school, our performance is regularly evaluated by ERO. We also seek feedback from parents and students regularly so we can continue to evolve and fine-tune what we offer.

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.

Seven Oaks Progressive Achievement Test (PAT) Results 2017

(Percentage comparison with national average)

  • National average
  • Seven Oaks School Years 5 & 6
  • Seven Oaks School Years 7 & 8

Latest ERO report highlights

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.

studentvoice

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.

Read full ERO report

Parent survey results (2017)

Reading/writing/maths programmes are working well for our child

  • Agree strongly
  • Agree moderately
  • Disagree

Our child's own ideas and views are encouraged, heard and welcomed

  • Agree strongly
  • Agree moderately
  • Disagree

Challenging and achievable learning goals are set for our child each term

  • Agree strongly
  • Agree moderately
  • Disagree

Our child's unique nature is respected and cared for

  • Agree strongly

Our child learns to develop their thinking and learning abilities

  • Agree strongly
  • Agree moderately
  • Disagree

Student survey results (2017)

My educator and classmates listen to my ideas and views

  • Agree strongly
  • Agree moderately
  • Disagree

I can stand up for myself in a calm way

  • Agree strongly
  • Agree moderately
  • Disagree

I learn that it is OK to think my own thoughts and not just go along with others

  • Agree strongly
  • Agree moderately
  • Disagree

Behaviours like hitting or bullying are not OK

  • Agree strongly

I like the mix of morning class lessons and afternoon options

  • Agree strongly

Latest ERO report highlights

“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.

Read full ERO report

Parent survey results (2017)

Reading/writing/maths programmes are working well for our child

  • Agree strongly
  • Agree moderately
  • Disagree

Our child's own ideas and views are encouraged, heard and welcomed

  • Agree strongly
  • Agree moderately
  • Disagree

Challenging and achievable learning goals are set for our child each term

  • Agree strongly
  • Agree moderately
  • Disagree

Our child's unique nature is respected and cared for

  • Agree strongly

Our child learns to develop their thinking and learning abilities

  • Agree strongly
  • Agree moderately
  • Disagree

Student survey results (2017)

My educator and classmates listen to my ideas and views

  • Agree strongly
  • Agree moderately
  • Disagree

I can stand up for myself in a calm way

  • Agree strongly
  • Agree moderately
  • Disagree

I learn that it is OK to think my own thoughts and not just go along with others

  • Agree strongly
  • Agree moderately
  • Disagree

Behaviours like hitting or bullying are not OK

  • Agree strongly

I like the mix of morning class lessons and afternoon options

  • Agree strongly
Coming up
  1. Term 1 open day

    March 21, 2019 at 10:30 am - 12:00 pm
HEAR IT FROM OUR FAMILIES

“Free to fly with ideas”

It felt right. I haven't been disappointed. My son is happy, wants to go to school, is excited about learning again and is free to fly with his ideas.

Nicola, parent

Read full story

“Learning through doing”

The single biggest stand-out feature of the school is the massive hearts, love and nurturing, hugs and support that the kids get without condition

Ange, parent

Read full story

“We love Seven Oaks”

In only 3 months she has just blossomed from an anxious, unsettled child who hated school, to a bubbly, enthusiastic (most of the time), creative girl

Kezia, parent

Read full story

“Believe in yourself”

Our daughter has started to believe in herself again, feeling she is listened to and respected

Eleanor, parent

Read full story

“Amazing parent community”

By simply placing her in the right environment, it has highlighted just how much she was suffering at her old school. She loves school and learning again!

Mark, parent

Read full story

“Back to her bubbly self again”

For us, it’s like secretly winning the lottery!  The school’s holistic approach is looking after her mental health as well as her education

Tom, parent

Read full story

“Growing resilience”

Small class sizes and play-based activities have had a significant impact on our child’s learning. We have noticed a growing resilience and increased ability to solve problems

Sonja, parent

Read full story

“More curious and interactive”

Our daughter returns home happy and energised, such a different experience to the mainstream modern learning environment.

Lou, parent

Read full story

“Exceptional educators”

My daughter, who is extremely shy, settled into the school very quickly, forming trusting relationships with them. I believe having great teachers is the best I could hope for my child.

Naomi, parent

Read full story