Bethlehem School

Summary

Bethlehem School is located in Tauranga and caters for a current roll of 529 children in Years 1 to 6, of whom 30% are Māori.

Since the ERO review in 2014, there are several new trustees, including a new chairperson on the board of trustees. Considerable progress has been made in implementing bicultural practices across the school. Children in the three rūmaki classes continue to benefit from a programme that supports their Māori language, culture and identity.

The school is a member of the Otumoetai Community of Learning | Kāhui Ako. Leaders and teachers have participated in several initiatives led by the Kāhui Ako.

How well is the school achieving equitable outcomes for all children?

The school responds effectively to some Māori children whose learning and achievement need acceleration.

Processes related to leadership, curriculum, stewardship, building teacher capability and children’s wellbeing are effective in enabling the achievement of equity and excellence.

Developments related to the use of assessment information and parent partnerships are needed schoolwide to achieve equity and excellence. Practices in the rūmaki classes require strengthening.

The school’s achievement information shows that, over the last three years, approximately 90% of all children achieved at or above the National Standards in reading, writing and mathematics. The data also indicates that approximately 80% of Māori children achieved at or above National Standards in reading, writing and mathematics. This 10% disparity has been fairly consistent over the last few years.

School leaders have yet to implement robust processes to reliably report the achievement of children in the rūmaki classes in relation to Ngā Whanaketanga.

The school has capacity and capability to accelerate learning for all learners. However, disparity in achievement for Māori and/or other learners remains.

Leaders and teachers:

• know the learners whose progress and achievement need to be accelerated

• need to develop and implement approaches that effectively meet the needs of each learner.

The school agrees to:

• develop more targeted planning to accelerate progress for at-risk learners

• monitor targeted planning, improved teaching, and learners’ progress

• discuss the school’s progress with ERO.

The school has requested that ERO provide them with an internal evaluation workshop.

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

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school responds effectively to some Māori children whose learning and achievement need acceleration.

The school’s achievement information shows that, over the last three years, approximately 90% of all children achieved at or above the National Standards in reading, writing and mathematics. The data also indicates that approximately 80% of Māori children achieved at or above National Standards in reading, writing and mathematics. This 10% disparity has been fairly consistent over the last few years.

Leaders and teachers have identified the need to accelerate the achievement of Māori children as a priority.

The school needs to strengthen assessment processes that support teachers in making reliable judgements about children’s achievement in relation to National Standards and Ngā Whanaketanga. School leaders have yet to implement robust processes to reliably report school-wide achievement of children in the rūmaki classes.

Children with special needs participate in learning opportunities that provide appropriate support and challenge. They are closely monitored by an experienced special education needs coordinator (SENCO) and outside agencies are utilised as required.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

Processes related to leadership, curriculum, stewardship, building teacher capability and children’s wellbeing are effective in supporting the achievement of equity and excellence.

School leaders are knowledgeable and well informed. They demonstrate a willingness to trial innovative approaches. Leaders access good quality professional learning and development to further build teacher capability. There are examples of effective leadership of learning in key curriculum areas that promote accelerated progress. Collaborative leadership contributes to the school’s approach to accelerating the progress of at-risk learners.

The school’s curriculum is strongly focused on promoting positive learning outcomes. Individual learner profiles clearly identify strengths and learning needs for children at risk of not achieving. Comprehensive support initiatives, aligned to class programmes, are effectively monitored. Children have many opportunities to experience success in a range of sporting, cultural and other extra-curricular activities.

The principal leads a strong culture of care for children and teachers. Priority is placed on children’s wellbeing and establishing supportive relationships with parents and whānau. The SENCO and teachers work closely with external agencies to promote children’s wellbeing. A successful focus on promoting children’s wellbeing underpins the school’s positive atmosphere for learning.

Children learn in a warm, welcoming environment that is focused on literacy and mathematics. They benefit from positive and respectful relationships with teachers. The school’s values are well known. Children are effectively transitioned into school through a process responsive to each individual.

Leaders and teachers work collaboratively and are very responsive to professional learning. Recently developed teaching as inquiry processes provide a framework for teachers to reflect and share about the effectiveness of their practice in accelerating the progress of at-risk children. Good use is made of internal expertise in literacy and mathematics to further build teacher capability. A respected kaiarahi reo supports teachers to promote te reo and tikanga Māori in the English medium classes.

Trustees provide supportive and knowledgeable stewardship. They set meaningful targets in the school charter that focus on accelerating the achievement of at-risk children. Trustees generously fund programmes and initiatives specifically focused on raising achievement, particularly in the key area of literacy. Well-informed stewardship supports leaders and teachers to promote positive learning outcomes.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

Developments related to the use of assessment information and parent partnerships for learning are needed to achieve equity and excellence. Practices in the rūmaki classes require strengthening.

The use of assessment information requires strengthening. Leaders and teachers have yet to implement processes to:

• regularly report the progress of targeted children to the board of trustees

• consistently plan specific strategies to accelerate the progress of children

• support children to take greater responsibility for their own learning

• evaluate the effectiveness of strategies to accelerate children’s learning.

Learning partnerships with parents require further development. Although leaders and teachers have good relationships with parents, strong learning partnerships are not yet well established. Initiatives have not been implemented to regularly support parents’ knowledge and understanding of:

• effective strategies to support their children’s learning

• specific goals and progress, particularly for target children.

ERO and leaders identified significant concerns about key aspects of the rūmaki classes. At the time of this review, school leaders were in the process of accessing external support for teachers in these classes. The principal and senior leaders need to support kaiako and kaiarahi to:

• implement appropriate planning and assessment processes

• effectively implement the intent of Te Marautanga o Aotearoa.

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

• 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.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review there were 15 international students attending the school, including no exchange students.

The school provides a high level of provision of pastoral care, quality education, student involvement and integration into the school community.  There are good monitoring systems to ensure the effective provision of education and support for international students.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

The school has capacity and capability to accelerate learning for all learners. However, disparity in achievement for Māori and/or other learners remains.

Leaders and teachers:

• know the learners whose progress and achievement need to be accelerated

• need to develop and implement approaches that effectively meet the needs of each learner.

The school agrees to:

• develop more targeted planning to accelerate progress for learners

• monitor targeted planning, improved teaching, and learners’ progress

• discuss the school’s progress with ERO.

The school has requested that ERO provide them with an internal evaluation workshop.

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

Lynda Pura-Watson

Deputy Chief Review Officer Waikato / Bay of Plenty

26 October 2017

About the school

Location	Tauranga
Ministry of Education profile number	1697
School type	Contributing (Years 1 to 6)
School roll	529
Gender composition	Girls 52% Boys 48%
Ethnic composition	Māori 30% Pākehā 55% Asian 10% Other 5%
Provision of Māori medium education	Yes
Number of Māori medium classes	3
Total number of students in Māori medium (MME)	54
Total number of students in Māori language in English medium (MLE)	0
Number of students in Level 1 MME	54
Number of students in Level 2 MME	0
Review team on site	August 2017
Date of this report	26 October 2017
Most recent ERO report(s)	Education Review April 2014 Education Review June 2011 Education Review May 2008

1 Context

What are the important features of this school that have an impact on student learning?

Bethlehem School is located in the Tauranga suburb of Bethlehem. It caters for students from Years 1 to 6. At the time of the ERO review 462 students were attending the school. Of these, 140 were Māori and mainly whakapapa to Ngāti Kahu, Ngāti Hangarau and Ngai Tamarāwaho, the local hapū.

The school has experienced steady roll growth since 1996. As a result, a small native country school has now become a large urban school. The school is proud of its heritage and is strongly committed to maintaining its links with the local Māori community, and retaining the 'family feel' of a country school. The school operates a full immersion Māori (Rūmaki) unit consisting of three classes from Years 1 to 6.

Roll growth has led to ongoing changes and improvements in facilities, the latest being the addition of a new adventure playground. There is a new board, led by an experienced chairperson. Most trustees were elected in 2013. There is one co-opted member who represents the interests of Rūmaki parents and students.

The school’s values and principles are promoted and embedded in the school culture through a model for learning called the 'Bethlehem Kid'. There is a positive, respectful tone in the school. Students have a strong sense of belonging and feel safe and secure.

The school has a positive reporting history and has been responsive to ERO’s recommendations for development made in the 2011 report.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school uses achievement information well to make positive changes to learners’ engagement, progress and achievement. Leaders use a range of achievement information to set annual targets to improve outcomes for students at risk of not achieving. Teachers provide relevant and purposeful learning programmes. They closely monitor students’ progress and achievement and adapt their practice in response to changing learning needs. Leaders and teachers agree that continuing to strengthen processes for making overall teacher judgements (OTJs) of student achievement will enhance learning outcomes.

The vast majority of students are performing at or above the National Standards in literacy and mathematics and Ngā Whanaketanga Rūmaki Māori in te reo matatini and pāngarau. Māori students generally perform less well than their non-Māori peers in the English medium section of the school.

There are a variety of well-coordinated intervention programmes for students with special needs, delivered by teacher aides working alongside teachers in inclusive classroom environments.

Parents are well informed of their children’s progress and achievement. Parents receive written reports twice yearly in relation to National Standards and Ngā Whanaketanga Rūmaki Māori. They have many opportunities to be involved in their children’s learning, including teacher interviews, profile books and an active open door policy. Annual reports of student achievement in both the English medium and Rūmaki sections of the school are also made to the local Māori community.

The board receives regular written and oral reports on student progress and achievement as well as the evaluation of special needs programmes. They use this information effectively to support and guide the purchase and allocation of resources, and review school policies and practices.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum effectively promotes and supports student learning.

Teachers give appropriate emphasis to numeracy and literacy and te reo matatini and pāngarau while maintaining a good balance of study in other subjects. This balance is supported by school documentation, which is designed to ensure coverage and continuity. The school continues to develop its own inquiry learning model that facilitates the development of research skills, and the integration of subject areas and key competencies.

Students can choose from a wide range of extra-curricula options where they experience success. These include sports, leadership opportunities, cultural and artistic activities, Enviro-schools and music.

Relationships among students and between teachers and students are warm and respectful leading to high levels of student engagement. Teachers have high expectations for students. Students are supported by teachers to develop goals for their learning. School leaders agree that continuing to strengthen ways of encouraging students to take responsibility for their own learning is a useful ongoing focus.

Teachers are well supported to continually improve their practice. School leaders provide clear guidelines for teachers and foster a climate of collegiality and sharing. There is good communication, professional discussion and information sharing across the school.

Classroom environments are attractive and well organised. There is a good variety of suitable resources that are well used. Information and communication technologies (ICT) are well integrated to support learning.

How effectively does the school promote educational success for Māori, as Māori?

Māori students in the English medium section of the school generally achieve below that of their non-Māori peers. However, the school has responded to this challenge by providing effective interventions to meet the needs of those at risk of not achieving, including closer in-class monitoring, teacher aide support and special withdrawal programmes in reading, fine motor-skill development and mathematics.

The culture and identity of Māori students is also maintained and enhanced by:

• tikanga Māori such as pōwhiri and karakia, which are highly visible in the school
• the use of local experts to teach te reo Māori to all classes
• an active kapa haka.

School leaders and ERO agree that these strategies could be strengthened by:

• continuing to build teacher capacity in te reo Māori
• strengthening the use of Māori preferred ways of teaching and learning
• making Māori culture, art and resources more visible in classrooms
• increasing the amount of Māori curriculum content and cultural resources in the English medium section
• developing a systematic and sequential approach to teaching local tribal and community history throughout the school.

Relationships between the Rūmaki and English medium sections of the school are strong and mutually supportive. While classroom work is separate, students in both mediums enjoy the benefits of working together in sporting and cultural activities. English medium teachers are appreciative of the expert knowledge that their Māori medium colleagues contribute to their bicultural programmes in the English medium section.

ERO and school leaders agree that it would be useful for the Rūmaki section to further investigate and strengthen ways to support students entering with little or no knowledge of te reo Māori. Developing an action plan is now necessary to ensure the timely completion of the Rūmaki curriculum document.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to sustain and improve its performance because:

• the board is proactive and responsive to student and teacher needs and school growth
• leaders use evidence well to make decisions about student achievement and school priorities
• there are strong and effective partnerships with parents and the local community
• teachers are committed to ongoing self improvement for the benefit of students
• there are high-quality relationships at all levels of the school, which foster a safe and inclusive culture.

The focus of improvement for the school should now be on continuing to strengthen and add rigour to its systems and processes including those discussed in this report. In addition strengthening the school response to priority learners is needed, particularly for those Māori students in the English medium section of the school, who are not yet achieving.

Board assurance on legal requirements

Before the review, the board of trustees 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:

• board administration
• curriculum
• management of health, safety and welfare
• personnel management
• financial management
• asset management.

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

• emotional safety of students (including prevention of bullying and sexual harassment)
• physical safety of students
• teacher registration
• processes for appointing staff
• stand-downs, suspensions, expulsions and exclusions
• attendance.

When is ERO likely to review the school again?

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

Dale Bailey National Manager Review Services Northern Region

9 April 2014

About the School

Location	Tauranga
Ministry of Education profile number	1697
School type	Contributing (Years 1 to 6)
School roll	462
Gender composition	Girls 51% Boys 49%
Ethnic composition	Pākehā Māori Asian Other European Indian Pacific Other	60% 30% 4% 3% 1% 1% 1%
Special Features	Level 1 Māori immersion unit – 3 classes
Review team on site	February 2014
Date of this report	9 April 2014
Most recent ERO report(s)	Education Review Education Review Education Review	June 2011 May 2008 October 2004