Bledisloe School

Bledisloe School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 6 months of the Education Review Office and Bledisloe School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Bledisloe School is a contributing Primary School in Taradale, Napier which sits within the tākiwa of Ngāti Pārau. The localised curriculum uses the pepeha of Ngāti Pārau to guide learning contexts.

Ko Ōtātara Pā te maunga

Ko Tūtaekurī te awa

Ko Whanganui ā Orotū te moana

Ko Tākitimu te waka

Ko Waiohiki te marae

Ko Hau Te Ana Nui te wharenui

Ko Ngāti Pārau me Ngāi Tahu Ahi ngā hapū

Ko Ngāti Kahungunu te iwi

Ko Tāreha Te Moananui te tangata

The values of Respect, Responsibility and Resilience support the school’s mission to ‘Grow great citizens to contribute positively to their community’.

Bledisloe School’s strategic priorities for improving outcomes for learners are:

  • to empower students as learners and citizens

  • to embed a localised curriculum that reflects the community and the principles of Te Tiriti o Waitangi

  • to live a wellbeing model that reflects the culture of the school.

You can find a copy of the school’s strategic and annual plan on Bledisloe School’s website.

ERO and the school are working together to evaluate how effectively Bledisloe School’s shared teaching practices in literacy and numeracy promote positive learner outcomes.

The rationale for selecting this evaluation is:

  • an understanding that strong literacy and numeracy skills provide the foundation for all learning

  • that consistent teaching expectations which are aligned with best practices, research and evidence, promote learner achievement.

The school expects to see high quality curriculum with consistent teaching expectations in literacy and numeracy that promote equity and lifts achievement for all learners.  

Strengths

The school can draw from the following strengths to support its goal to embed teaching practices that promote positive outcomes for learners in literacy and numeracy:

  • evaluation, inquiry and knowledge building processes are purposeful and rigorous

  • an open culture of trust and collegiality that sustains teacher inquiry, knowledge building and continuous improvement

  • the school effectively promotes and sustains educationally powerful connections and relationships with the community and whānau.

Moving forward, the school will prioritise:

  • responding to the national recommendations from the Ministry of Education’s Literacy, Communication and Maths Strategy

  • researching and defining the principles and key practices of effective literacy and numeracy instruction

  • the continued growth in teacher capacity and capability through professional learning leading to improved outcomes for all learners.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

15 December 2022 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Bledisloe School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of November 2022, the Bledisloe School, School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Bledisloe School, School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

15 December 2022

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Bledisloe School - 07/11/2017

Summary

Bledisloe School is located in Taradale, Napier. At the time of this ERO review the roll was 357 with 38% identifying as Māori. Many families and whānau have strong connections with the school.

The school’s vision ‘to be better than before in all that we do – Kia Rangatira te tu’ continues to guide teaching and learning.

The school has responded very well to the areas for improvement identified in the June 2014 ERO report.

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

The school responds very well to Māori and other students whose progress needs acceleration.

There has been an upward trend in reading, writing and mathematics achievement since the previous ERO review. End of year data for 2016, showed that approximately two thirds of Māori children were achieving at and above in relation to the National Standards for reading, writing and mathematics. This is slightly lower than that of their non-Māori peers.

The senior leadership team work collaboratively to ensure a clear line of sight is maintained from the stated school goals, vision and targets for equity and excellence, to enactment through the curriculum and teaching and learning. 

Children are provided with many authentic and meaningful learning experiences. Teachers use a range of effective strategies and approaches to engage children in relevant activities.

Parents and children are regularly consulted. Their ideas and opinions are valued and used to inform decision making.

Teachers identify children who would benefit from acceleration or extension in their learning. They closely monitor progress and respond to their individual needs. As a result, the school has evidence of children’s progress being accelerated effectively for many students.

Learners are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

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 is responding very well to Māori and other children whose progress needs acceleration. There is still some remaining disparity between the achievement of Māori and other children. This difference in achievement is slowly closing, most noticeably in writing. Senior leaders and teachers are focused on continuing to reduce disparity.

There has been an upward trend in reading, writing and mathematics achievement since the 2014 ERO review. End of year data for 2016 showed that approximately two thirds of Māori children were achieving at and above in relation to the National Standards for reading, writing and mathematics. This is slightly lower than that of their non-Māori peers.

Achievement information shows that positive gains are sustained as students move through the school. Children with more complex needs are identified, appropriate interventions put in place and progress and achievement monitored over time. Evidence shows effectiveness of programmes with many students no longer needing extra assistance.

The school’s values of ‘respect, resilience and responsibility – aroha, manawanui and rangatiratanga’ underpin the school’s approach to teaching and learning. These encourage students ‘to be better that before in all that they do’.

Clear guidelines support teachers to make consistent and dependable decisions about children’s progress and levels of achievement. They work collaboratively in their teams, schoolwide and with other schools to discuss their conclusions about children’s learning.

School conditions supporting equity and excellence

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

The school has a range of processes that are effective in enabling and promoting the achievement of equity and excellence.

The principal and senior leaders have a clear vision to promote equity and excellence. They are successful in leading change to support the school’s strategic direction with a clear line of sight from the charter, strategic and annual goals to enactment of the curriculum through effective teaching and classroom practice. School leaders have high expectations for teaching and learning.

Children are provided with many authentic and meaningful learning experiences. Teachers use a range of effective strategies and approaches to engage children in relevant learning activities.

Regular professional conversations between teachers contribute to a collective focus on lifting achievement and accelerating children’s progress to provide equity and excellence for all learners.

The school strongly demonstrates its commitment to bicultural practices. Te ao Māori is embedded in everyday practices across the school. Connections with whānau Māori and using their knowledge enhances learning for teachers and students. Teachers develop Whānau Action Plans with parents of identified Māori learners. This supports parents to assist their children with their learning.

Trustees receive regular information and reports on student achievement and aspects relating to the curriculum that supports well-considered resourcing decisions. The board’s priority is focused on student wellbeing, learning, progress and achievement.

Internal evaluation informs school practice and operation at all levels. Leaders and teachers reflect on the effectiveness of their practice and interventions supporting student outcomes. They identify what is successful and how this could be transferred to other situations. Parents, teachers and children are regularly consulted. Their ideas and opinions are valued and used to inform decision making.

Sustainable development for equity and excellence

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

School leaders recognise the need to continue to embed and sustain processes and practices that support their cultural responsiveness. These include:

  • more explicit focus on te ao Māori in the curriculum
  • having Māori representation on the board
  • building on and extend current professional development opportunities
  • extending the acceleration focus to other ethnic groups.

This should further sharpen the focus on accelerating learning to achieve equity and excellence for all students.

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
  • finance
  • 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.

Going forward

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

Learners are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

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

Patricia Davey
Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

7 November 2017

About the school 

Location

Taradale, Napier

Ministry of Education profile number

2546

School type

Contributing, Years 1 - 6

School roll

357

Gender composition

Female 50%, Male 50%

Ethnic composition

Māori                                       38%
Pākehā                                    54%
Asian                                        6%
Pacific                                       1%
Other ethnic groups                  1%

Review team on site

September 2017

Date of this report

7 November 2017

Most recent ERO report(s)

Education Review            June 2014
Education Review            May 2011
Education Review            December 2007

Bledisloe School - 25/06/2014

Findings

Students are highly engaged in purposeful learning. Most achieve well. The curriculum values the cultural background of students, families and whānau. The school has a strategic focus on raising achievement for Māori students and boys. Documenting procedures for self review will bring greater consistency to evaluating programmes and teaching.

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

1 Context

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

Bledisloe School is located in Taradale, Napier. At the time of this ERO review the roll was 313 with 35% identifying as Māori. Many families and whānau have strong connections with the school.

The shared vision ‘to be better than before in all that we do’ is underpinned by the school's mission, quality teaching framework and the three Rs; expectations of respect, resilience, responsibility. Involvement in the Ministry of Education programme, Positive Behaviour for Learning, has resulted in these expectations being embedded in the culture of the school.

The principal was appointed in 2012. There has been a change of board personnel in 2013. New members bring a range of knowledge and skills to their role as trustees.

2 Learning

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

Students are highly engaged in purposeful learning. Most achieve well. The school reports cumulative progress is evident as students move through to Year 6. Schoolwide results at Year 6 are high, with almost all students achieving at or above in relation to the National Standard in reading. Positive and respectful relationships between students and staff contribute to a calm and productive learning environment. Students confidently discuss and share their learning with each other and adults. Teachers' high expectations are evident.

Senior leaders use student achievement information effectively to establish which students need to be targeted for accelerated progress and those for extension. Writing has appropriately been identified as an area for development. The school has a strategic focus on raising achievement for Māori students and boys. Sound systems ensure that the progress and achievement of students is closely monitored by classroom teachers and senior staff.

Reports to parents provide comprehensive information on all learning areas. Teachers know the students well. Student progress and achievement in relation to National Standards in reading, writing and mathematics is shared with parents twice a year and in three-way parent, student, teacher conferences.

3 Curriculum

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

The curriculum supports learning effectively. It is underpinned by a teaching framework that sets expectations for teaching. It acknowledges and values the cultural background of students, their families and whānau. Literacy and mathematics are priorities. The current review of the curriculum intends to integrate other learning areas through an inquiry-learning approach. The senior leadership team and teachers should give priority to the completion of this review in consultation with families and whānau.

Teachers are committed to raising the achievement of all students. They use a range of good teaching strategies to engage students with learning. Students know the purpose of their learning and receive relevant feedback. This enables them to set useful individual academic goals to guide next steps.

Student work is purposefully displayed and celebrates achievement. Students have access to a good range of resources including information and communication technologies to support learning.

Students with special education needs are included effectively in classrooms and wider school programmes. Transitions are supported by constructive relationships with families, other schools and outside agencies. Resourcing to support students with special education needs is used appropriately. The principal acknowledges the need to report to the board about the difference made for these students as a result.

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

Māori students experience a learning environment in which their language, culture and identity are recognised and valued.

Key factors that demonstrate this include:

  • a philosophy statement that guides thinking and practice
  • the appointment of a teacher who is responsible for monitoring Māori student achievement
  • a summer school programme for Māori students to sustain achievement levels over the summer break
  • links with the local marae
  • leadership opportunities in cultural events
  • using local expertise to support school events.

The principles of Ka Hikitia Accelerating Success 2013-2017 have been well considered and are evident in practice.

Leaders know they need to continue to engage with whānau. School and family partnerships support the learning and success of all Māori students.

4 Sustainable Performance

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

The school is well placed to improve its performance.

New trustees elected in 2013 are committed to ongoing improvement. They have trained for the governance role. They regularly receive useful information on student progress and achievement which is used to make responsive resourcing decisions. The development of a governance manual should assist the induction of new trustees. The board should ensure its policies and procedures are current.

Senior leaders work collaboratively and are highly reflective. Well focused professional development, linked to identified priorities, encourages teachers and leaders to extend their practice. It is focused on building teachers’ capability to enhance learning for all students.

The charter sets out clear direction for the school. Self review is undertaken to set direction for improvement. Developing a documented procedure for self review should bring greater consistency to the evaluation of programmes and teaching. This in turn should strengthen understanding and more clearly show the rationale for decision making.

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.

Conclusion

Students are highly engaged in purposeful learning. Most achieve well. The curriculum values the cultural background of students, families and whānau. The school has a strategic focus on raising achievement for Māori students and boys. Documenting procedures for self review will bring greater consistency to evaluating programmes and teaching.

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

Joyce Gebbie

National Manager Review Services

Central Region

25 June 2014

About the School

Location

Taradale, Napier

Ministry of Education profile number

2546

School type

Contributing (Years 1 to 6)

School roll

313

Gender composition

Female 51%

Male 49%

Ethnic composition

Māori

NZ European/Pākehā

Other ethnic groups

35%

53%

12%

Review team on site

May 2014

Date of this report

25 June 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

May 2011

December 2007

January 2005