Bellevue School (Tauranga) - 10/11/2011

1 Context

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

Bellevue School is located in the suburb of Otumoetai in Tauranga. It caters for students in Years 1 to 6, and at the time of this review had a roll of 267, of whom 73 identified as Māori. The school has three Montessori classes that cater for students from the age of six years.

Since the previous ERO review, a new principal has been appointed and there have been a number of changes in teaching staff. Teachers have been involved in extensive school-wide professional development to further extend their knowledge and expertise in the teaching of reading and numeracy, and the effective use of information and communication technologies (ICT). The school now enrols international students and has an increasing number of students with English as a second language. The board of trustees continues to fund extra teaching staff to ensure low class sizes.

The school has a positive ERO reporting history.

2 Learning

How well are students learning – engaging, progressing and achieving?

The school reports that in 2010 a high percentage of students achieved at or above national expectations in reading and numeracy. There are extensive opportunities for students to experience success in a range of sporting, cultural and academic competitions and events.

The school uses an appropriate range of assessment tools to monitor student achievement and progress. Information from 2009 to 2011 indicates that most students made expected progress in the areas of reading, writing and mathematics. Assessment information is well used by the board and school leaders to inform decision-making.

National Standards expectations have been integrated into the school’s curriculum. School-wide achievement targets for 2011 have been set. In addition, the school has identified that aspects of reporting to parents in relation to National Standards requires further development, and has sought support from the Ministry of Education. While most students achieved at or above National Standards levels in writing, the school has identified this as an ongoing area for development. School leaders have reported year level achievement results in relation to the National Standards to the Ministry of Education, board of trustees and school community.

The school’s values of respect, resilience, responsibility and resourcefulness are contributing to a strong learning culture. High levels of student engagement in meaningful learning activities are evident in most classes.

How well does the school promote Māori student success and success as Māori?

The school’s achievement information indicates that Māori students are achieving at similar levels to other students in the school in aspects of literacy and mathematics.

The board and school leaders are committed to enhancing a Māori dimension in the school and developing stronger learning partnerships with the whānau of Māori students. The school is providing learning opportunities and activities that promote the well-being and sense of belonging for Māori students. This includes the continuation of a sequential te reo and tikanga Māori programme.

3 Curriculum

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

The Bellevue School curriculum is highly effective in promoting and supporting student learning. Teachers work collaboratively and make the best use of their strengths and expertise to maximise learning opportunities for students. They effectively use ICT to engage students in meaningful experiences. Positive and respectful relationships among teachers, students and parents are a feature of the school. Students benefit from learning in well-organised and presented environments. They have access to high-quality resources, especially in reading and mathematics. An appropriate range of support programmes is provided to support students with identified needs.

Teachers and school leaders have developed a school curriculum that reflects the requirements of The New Zealand Curriculum. This includes useful teaching guidelines and learning progressions for English, mathematics and te reo Māori. To further enhance the school’s curriculum, consideration should be given to developing clear learning progressions in the other subject areas.

ERO observed many examples of teachers who plan and implement programmes that are responsive to students' individual learning needs. These teachers are reflective about their practice, and implement effective strategies that promote and support student achievement. The next step for school leaders is to support teachers to ensure the consistent use of these strategies across the school.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance. A culture of self review based on raising levels of student achievement is embedded in all aspects of school operations. The board provides highly effective governance. Trustees have developed comprehensive annual and strategic plans to guide ongoing school improvement. The principal is knowledgeable and implements a collaborative approach to leadership. Together with other senior leaders, he provides strong professional leadership and high expectations for teaching and learning. Parents and community members have many opportunities to participate in school activities and events. Parents spoken to by ERO felt valued and were able to contribute their ideas and expertise.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the code) established under section 238 F of the Education Act 1989. At the time of this review there were six international students attending the school. The school has attested that it complies with all aspects of the code. Since the school started enrolling international students in term four 2009, they have reviewed ongoing compliance with the Code, school policies relating to international students, and facilitated meetings with parents focused on the provision for international students.

The school demonstrates a highly responsive and inclusive approach to catering for the academic and social aspirations of international students and their parents. These families participate fully in school programmes, activities and social events. Teachers value the opportunity of having international students in the school. Focused English as a second language (ESOL) professional development has assisted teachers’ understanding and confidence to work effectively with international and other ESOL students in the school.

Provision for students in the school hostel

Bellevue School does not have a school hostel.

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
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

Recommendations to other agencies

Not applicable.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in four-to-five years.

Richard Thornton National Manager Review Services Northern Region

10 November 2011

About the School



Ministry of Education profile number


School type

Contributing (Years 1 to 6)



School roll


Number of international students


Gender composition

Boys 51% Girls 49%

Ethnic composition

NZ European/Pākehā

NZ Māori

South East Asian

Other Asian


Other European







Special Features

Montessori Classes (3)

Review team on site

September 2011

Date of this report

10 November 2011

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2008

December 2005

October 2002