- ERO evaluates and reports on the education and care of children and young people in early childhood services and schools.
This school is well placed to sustain and improve progress. Students are engaged in their learning and achieve well. The new principal leads a collaborative, reflective staff. An inclusive, values-based curriculum integrates digital learning well and values tikanga Māori. Next steps are to review the curriculum and strengthen evaluation capability.
ERO is likely to carry out the next review in three years.
Bellevue School is a contributing school in Newlands, Wellington. It currently caters for 262 students and 13% are Māori. Children from a range of nationalities contribute to the diverse ethnic makeup of the school.
The curriculum emphasises cornerstone values education in an inclusive environment, driven by student learning needs and interests.
Before and after school programmes operate daily at the school.
The effective practices identified in the June 2011 ERO report continue to be implemented.
A new principal started at the school in May 2014.
Leaders and teachers make good use of achievement information to improve learning outcomes for students. A rich array of assessment information is collated, analysed and reported to the board. Senior leaders use schoolwide data appropriately to identify priorities for future focus, teacher professional development and setting goals. Individual teachers use their assessment data to group students and to inform their planning to meet specific, identified needs.
National Standards information is shared with trustees at mid and end of each year. Data from 2013 shows that a substantial majority of students, including Māori and Pacific, are achieving at or above the National Standards expectations in reading. Over two thirds of students are at or above National Standards expectations in writing and mathematics. Senior staff are aware of the need for boys and Māori students to improve achievement in writing. Formal reports to parents, with clear reference to National Standards, provide useful information about their child’s learning, progress, and competencies.
Teachers help students to understand the purpose of their lessons. Students are actively engaged in learning. Those at risk of not achieving are well supported to accelerate their progress.
Students with diverse learning needs are well catered for in an inclusive climate. A wide range of strategies is used to support their progress and participation. The new special education needs coordinator (SENCO) agrees that it is timely to review the current approach. In particular, to review procedural guidelines and evaluate the effectiveness of the many interventions and support strategies.
The local curriculum, developed in 2009, clearly aligns with the principles and key competencies of The New Zealand Curriculum. It provides direction for teaching. The curriculum includes values education effectively woven into term planning. It is timely to review curriculum documentation to ensure it continues to meet community aspirations and reflects improvements made to teaching practice.
Teachers are reflective practitioners and are working to ensure the purpose for learning is clear to students. Collaboration is strong. They engage in regular professional discussion about the successes and challenges of their teaching programmes. Professional development and support is designed to respond to needs identified through analysis of school data.
Teacher interactions with students are positive and affirming. Student wellbeing is a priority.
Use of digital technologies (ICT) is a strength. Classrooms are well resourced and ICT is effectively integrated into teaching and learning. Teachers report increased confidence in their use of technology and improved student engagement.
Teachers help each other to use te reo Māori meaningfully in classrooms. They are working to be more culturally responsive. In some rooms, students' culture, language and identity are celebrated. Curriculum review should include consideration of how Pacific cultures and the other nationalities of the school community are reflected. This is likely to contribute to a sense of belonging for both student and family.
Students have a variety of opportunities to develop leadership skills.
Te reo me ngā tikanga Māori is valued throughout the school. This is apparent and celebrated by appropriate use of karakia, whakataukī, and waiata. Pōwhiri protocol is well developed and provides opportunities for student leadership. The kapa haka group is led by Māori parents with teacher support and occurs during school time. Recognition of the value of tuakana teina relationships is behind the school’s decision to merge its playground areas.
A whānau group meets regularly, providing opportunities for whānau participation. They discuss how best to support Māori learners and raise the profile of te ao Māori across the school.
Links have been made with the local marae including involvement in joint activities. Hui with other local schools at the marae, strengthen this connection.
The school is well placed to sustain and improve its performance. Its approach to improving teacher performance is well conceived. Teachers’ inquiries into their practice show strong links to school priorities, Registered Teacher Criteria and cultural competencies. Best examples are highly reflective and supported by focused, constructive feedback about the quality of practice. Interviews with students are included.
Understanding and use of evaluative review needs further development at all levels to enhance decision-making about priorities linked to improvement. With the appointment of a new principal, it is timely to review board practices to develop more sustainable systems for the smooth running of the school. This should include:
The board should receive reports about the effectiveness of funded programmes and initiatives to prioritise future resourcing.
Leaders share responsibilities and remain focused on improved outcomes for children. They lead professional development and ensure time is given for learning conversations.
The following are areas for review and development to sustain good practice.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
This school is well placed to sustain and improve progress. Students are engaged in their learning and achieve well. The new principal leads a collaborative, reflective staff. An inclusive, values-based curriculum integrates digital learning well and values tikanga Māori. Next steps are to review the curriculum and strengthen evaluation capability.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
National Manager Review Services Central Region
4 July 2014
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Location |
Newlands |
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Ministry of Education profile number |
2806 |
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School type |
Contributing (Years 1 to 6) |
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School roll |
262 |
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Gender composition |
Male 54%, Female 46% |
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Ethnic composition |
Māori NZ European/Pākehā Indian Asian Pacific Other ethnic groups |
13% 49% 14% 11% 4% 9% |
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Review team on site |
May 2014 |
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Date of this report |
4 July 2014 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
June 2011 May 2008 August 2005 |