Bream Bay College

Bream Bay College 

School Evaluation Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Context

Bream Bay College is a co-educational school in Ruakākā, Northland and provides education for students in Years 7 to 13. The board appointed a principal in Term 3, 2023. The school’s vision is to foster a culture centred on the MANA values of Manaakitanga | Hosting, Awhi | Supporting each other, Ngakaunui | Being curious, and Aroha | Working with positivity.

The school has a bilingual unit, Te Rerenga Kōtuku, for students in Years 7 to 10.

There are three parts to this report.

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.

Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.

Part C: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Previous Improvement Goals

Since the previous ERO report in October 2022, ERO and the school worked together to evaluate the impact of a structured literacy approach on raising achievement and engagement for equitable outcomes for all learners.

Expected Improvements and Findings

The school expected to see:

An improvement in students’ progress and achievement in literacy and across all curriculum areas.

  • Achievement information shows an increase in spelling skills for Year 7 and 8 students; school leadership continue to work towards improving schoolwide analysis of progress and achievement information to inform ongoing planning.
  • Professional development for Year 7 and 8 teachers in structured literacy has improved collaboration and a more consistent schoolwide approach to teaching literacy.

Teachers developing their knowledge and capability in effective literacy approaches to support students through national qualifications and onto meaningful pathways.

  • Year 9 and 10 students show an increased understanding of the literacy requirements for national qualifications.
  • Students have an improved awareness of their literacy capability and a shared understanding of the language of literacy.
  • Teachers continue to develop their knowledge and capability in effective literacy approaches.

Other Findings

During the course of the evaluation, it was found that with targeted professional learning teachers continued to improve their use of explicit teaching approaches in literacy.

Part B: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing

Some students are engaged, making progress and achieving at expected levels.
  • The majority of students achieve the National Certificate of Educational Achievement (NCEA) at Levels 1, 2 and 3; however, less than half achieve University Entrance.
  • A small majority of students in Years 7 to 10 achieve at or above the expected curriculum levels in reading, writing and mathematics.
  • Achievement information shows that the school has yet to address the disparity evident for Māori learners, particularly in mathematics.
  • A small majority of students attend school regularly; the school is yet to meet the Government’s target for regular attendance.

Conditions to support learner success

Leaders are establishing strategic initiatives and expectations for high quality teaching practices.
  • Leaders set strategic priorities with goals and initiatives for future changes that appropriately focus on the school values, curriculum and assessments.
  • Leaders are taking steps to foster a culture committed to quality teaching and improving equitable outcomes for groups of learners.
  • Leadership is focused on strengthening teaching and learning in Years 7 to 10 to raise achievement for all students.
The school is working towards strengthening a responsive curriculum and developing robust assessment practices.
  • Teachers and leaders are beginning to establish effective systems for tracking and monitoring student achievement that enable progress and success.
  • Staff are developing a shared understanding of consistent curriculum delivery and the effective use of assessment practices and information to improve strategies that meet the needs of each learner.
  • Staff are improving their use of responsive teaching practices that support increased learner engagement, progress and cultural connectedness.
School conditions are being strengthened to support schoolwide improvement.
  • Relationships between staff and learners are increasingly founded on mutual trust and respect that allows learners to seek help when required.
  • Leaders and teachers recognise and value learners’ interests to create a stronger sense of student belonging.
  • Leaders and teachers are taking steps to reduce barriers to education, supporting access to learning for those students in need of improved outcomes.

Rumaki/Bilingual Outcomes and Condition to Support Learner Success

Learner success and wellbeing

  • Ākonga are beginning to engage and challenge themselves more in learning te reo Māori within Te Rerenga Kōtuku.
  • A small majority of ākonga in Te Rerenga Kōtuku meet or exceed the expected curriculum level for numeracy, while less than half do so for literacy.
  • The majority of Te Rerenga Kōtuku ākonga attend school regularly, promoting learner engagement.

Conditions to support learner success

  • Kaiako increasingly use valid and reliable assessment information to plan, teach and report on the progress and achievement of ākonga.
  • Leadership distributes targeted resources effectively to Te Rerenga Kōtuku, that has an enrolment provision for ākonga who hold a genuine desire to learn te reo Māori and tikanga.
  • Leaders and kaiako are working with other contributing schools to develop te reo pathway aspirations that better support ākonga transitions into and beyond Te Rerenga Kōtuku.

Part C: Where to next?

The agreed next steps for the school are to:

  • monitor and review strategies and initiatives to increase students’ regular attendance
  • strengthen the Years 7 to 10 curriculum and assessment framework so that teaching programmes support improved student outcomes, particularly for Māori learners
  • develop teaching and learning practice across the school to continue to develop consistency
  • strengthen the implementation of the school’s MANA values to continue to create a schoolwide environment of high expectations
  • build te reo Māori capability within Te Rerenga Kōtuku to accelerate progression for ākonga.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months:

  • develop and implement a work plan to review the effectiveness of the current Years 7 to 10 curriculum and assessment framework
  • use staff and student voice to enhance the use of the school’s MANA values, improving student engagement and achievement
  • implement a formalised a professional learning development plan to grow kaiako te reo Māori capability within Te Rerenga Kōtuku.

Every six months:

  • review attendance strategies and initiatives to inform next steps
  • review teaching and assessment practices across the school to inform ongoing staff professional learning
  • monitor and evaluate the effectiveness of the school’s MANA values on student engagement and achievement.

Annually:

  • report to the board on student attendance, progress and achievement information to inform ongoing strategic planning and decision making
  • evaluate the extent to which the Years 7 to 10 curriculum and assessment framework is consistently used, identifying further actions
  • evaluate teaching and assessment practices and the impact on student outcomes
  • review the implementation plan and identify next steps to continue to develop Te Rerenga Kōtuku reo capability.

Actions taken against these next steps are expected to result in:

  • students attending school regularly
  • improved achievement outcomes, particularly for Māori learners
  • a well-structured Years 7 to 10 curriculum and assessment framework; student progress is tracked and targeted interventions guided
  • consistent teaching and learning approaches across the school
  • a learning environment of high expectations based on the school’s MANA values
  • strengthened te reo Māori capability within Te Rerenga Kōtuku and improved ākonga progress and achievement.

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

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children

Sharon Kelly
Acting Director of Schools

2 April 2025

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

Bream Bay College

Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027

As of August 2024, the Bream Bay College 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

Actions for Compliance

ERO has identified the following area of non-compliance during the board assurance process:

  • ensure police vets for non-teaching staff are renewed every three years.
    [s104 Education and Training Act 2020]

The board has since  addressed the area of non-compliance identified.

Further Information

For further information please contact Bream Bay College, 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.

Sharon Kelly
Acting Director of Schools

2 April 2025

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

Bream Bay College 

Provision for International Students Report

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.

At the time of this review there were two international students attending the school.

Bream Bay College has effective processes for annual self-review and the provision of pastoral care of international students. The school provides a welcoming, inclusive environment and students are well-supported to participate in a range of activities and integrate into the school’s community. Procedures and processes for monitoring and responding to student wellbeing and academic progress are in place and detailed to parents through a system of reporting.

Sharon Kelly
Acting Director of Schools

2 April 2025

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

Bream Bay College - 10/07/2017

Findings

Students at Bream Bay College benefit from a broad, relevant curriculum that supports their learning and includes a wide range of co-curricular programmes and leadership opportunities. Good quality teaching practices support the engagement and achievement of students across the school. School leaders continue to seek out new approaches and opportunities to improve outcomes for students.

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?

Bream Bay College is a co-educational, Year 7 to 13 school that provides education for the young people of the Ruakaka district of Northland. The school has a bilingual unit for Year 7 and 8 students. Māori students comprise forty percent of the school’s roll which is mainly Pākehā.

The school aspires to foster a culture centred on respect, citizenship and achievement. Their vision is to develop well-rounded, innovative and culturally responsive thinkers, who contribute to a diverse world.

The school leadership team has focused on further developing collaborative approaches to improve learning outcomes for all students. In 2016, Bream Bay College joined a global education network, New Pedagogies for Deep Learning (NPDL). This initiative provides a framework for teaching and learning that focuses on developing skills and attitudes of deep learning competencies (6C’s).

ERO’s 2014 report recommended that the school strengthen internal evaluation to better respond to those students whose learning needed acceleration. It also identified that the board of trustees needed to report to the Māori community on the success of Māori students, including a focus on accelerated achievement for Māori boys. Trustees and senior leaders are making good progress in these areas.

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 very well to make positive changes to learners’ progress and achievement.

The school gathers a variety of data that builds a holistic achievement picture of each student over time. This includes information on their attendance, competencies, co-curricular involvement and academic progress. Reports developed are used by leaders, teachers and students to improve learning outcomes, particularly for those students who need their progress and achievement accelerated.

Student achievement in the National Certificates of Educational Achievement (NCEA) Level 2 declined in 2015 and regained some ground in 2016. Māori student achievement at this level has been increasing each year.

Leaders and teachers are implementing initiatives to reduce disparity.

These include vocationally-based pathways to qualifications and a focus on innovative practices (NPDL) to help promote engagement and accelerate progress.

The increasing numbers of students at Level 3 show positive shifts in their achievement levels.

Literacy and numeracy levels attained are consistently high. Leaders identify the challenges of students transferring these skills across the curriculum. Academic coaching is occurring at all levels but these processes could be more systemically developed to assist all students to understand their learning needs and strengths, especially at senior levels as they move from Level 1 to Level 2 NCEA.

Year 9 and 10 literacy and numeracy achievement information is collated and analysed to inform class programmes. This achievement is aligned with curriculum levels and the Junior School Diploma.

In Years 7 and 8, overall achievement in reading, writing and mathematics has remained relatively good over the last three years. However, there are some disparities in achievement at Year 7 and 8. The percentage of Māori students achieving National Standards is below the figure for all students achieving in reading, writing and mathematics. Some gender based differences are also in girls’ achievement exceeding that of boys in writing and reading.

Teachers and leaders are initiating inquiries into the effectiveness of their current practice and to identify how they could address identified disparities and accelerate students’ progress and achievement.

Students with additional learning needs and abilities are well supported by teachers and support staff. There is effective liaison between specialists and other resource personnel. The Accelerated Learning Centre makes a significant contribution to the educational success of many students. Their strategic and deliberate focus to support students through innovative approaches and targeted learning programmes helps bring about positive learning outcomes for students.

School leaders have identified they need to align the Junior Diploma with National Standards to provide greater clarity for students and parents about achievement.

3 Curriculum

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

The Bream Bay College curriculum supports and promotes student learning effectively. The curriculum is aligned to The New Zealand Curriculum (NZC) and increasingly to vocational and other pathway options. Teachers make learning meaningful and relevant for students in programmes that encourage creativity and collaboration.

Good quality teaching practices support the engagement and achievement of students across the school. Teachers are effectively using the New Pedagogies for Deep Learning (NPDL) to enrich student learning opportunities. These strategies support the engagement and learning of students, encourage collaboration and assist students to manage their own learning. Students have opportunities to learn in a range of authentic and community focused programmes using a range of technologies.

Learner focused relationships are acknowledged as the basis for effective learning. School leaders are investigating ways to seamlessly link the curriculum from Years 7 to 13 through their deep learning approaches.

The school successfully uses its Year 7 to 13 structure to enhance learning opportunities for Year 7 and 8 students through access to specialist teachers in many curriculum areas. Cross curricular connections give additional breadth and depth to student learning and engagement. Teacher strengths are used in a range of ways in the school’s curriculum and to respond to the diversity of student interests and needs.

The college offers a wide range of co-curricular activities. There are opportunities for students to build leadership capability and social competencies. The school has a variety of cultural, academic and sporting events that celebrate and promote student achievement.

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

The school is increasingly effective in promoting success for Māori students. The conditions for Māori students to succeed in their identity as Māori are improving and well supported by trustees, senior leaders and staff. The school is becoming more deliberate and strategic in promoting success for Māori learners. School leaders and teachers are working to address Māori boys’ disparity levels in school achievement.

Māori students report feeling more included in the life of the school and are well represented in leadership roles. Links with local iwi, marae and kaumātua are being strengthened. Te reo Māori is available through to Year 13. School kawa provides opportunities for students to lead karanga, whaikorero, waiata and haka.

Teachers and leaders are continuing to foster relationships and build learning focused partnerships with whānau and the Māori community for the benefit of students’ learning and future pathways.

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.

Sound governance is evident. Board decision-making is focused on improving outcomes for all students. Trustees are well informed about curriculum developments and student achievement. School systems and structures are coherent and aligned to school priorities.

School leadership is effective. The senior leadership team uses a range of strategies to establish a purposeful and successful learning environment. They use current educational research to build capability across the school through whole staff professional learning and performance management systems. Leaders of learning across the school are developing a range of innovative approaches and practices to improve outcomes for students.

ERO and school leaders acknowledge the importance of continuing to embed teaching as inquiry approaches to strengthen the school’s evaluation culture. 

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 the review there was one international student attending the school.

The school provides its international students with a good standard of education. Students benefit from the school’s pastoral care systems and the opportunities to participate in school activities. The school’s monitoring systems and internal evaluation processes are effective.

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 at Bream Bay College benefit from a broad, relevant curriculum that supports their learning and includes a wide range of co-curricular programmes and leadership opportunities. Good quality teaching practices support the engagement and achievement of students across the school. School leaders continue to seek out new approaches and opportunities to improve outcomes for students.

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

Violet Tu’uga Stevenson

Deputy Chief Review Officer Northern (Acting)

10 July 2017

About the School 

Location

Ruakaka, Northland

Ministry of Education profile number

20

School type

Secondary (Years 7 to 15)

School roll

505

Number of international students

1

Gender composition

Boys 51%

Girls 49%

Ethnic composition

Māori
Pākehā
Pacific
other ethnicities

42%
50%
2%
6%

Special Features

Bilingual Unit Years 7 and 8

Review team on site

May 2017

Date of this report

10 July 2017

Most recent ERO report(s)

Education Review
Education Review
Education Review

June 2014
February 2012
November 2008

 

Bream Bay College

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and Bream Bay College 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 

Bream Bay College in Ruakaka is a co-educational, year 7 to 13 school that provides education for the young people of the Bream Bay district of Northland. The school has a bilingual unit for years 7 to 10.

Bream Bay College’s strategic priorities for improving outcomes for learners are:

  • providing facilities that enhance deep learning and are culturally inclusive

  • for students to succeed as connected, lifelong learners through the provision of deep learning opportunities

  • for students to succeed as confident, resilient citizens through a school culture that supports and promotes wellbeing

  • to create a sense of community understanding of deep learning and how the college operates.

You can find a copy of the school’s strategic and annual plan on Bream Bay College’s website.

ERO and the school are working together to evaluate the impact that the school’s structured literacy approach has on raising achievement, engagement, and equitable outcomes for all learners.

The rationale for selecting this evaluation is:

  • to promote deep engagement and authentic learning

  • to support learner success in future curriculum learning and achievement

  • ensure all learners are prepared for NCEA literacy requirements

  • embed and align learning pathways through the Kahui Ako

The school expects to see an improvement in students’ achievement in literacy and across all curriculum areas. The school expects to see students, particularly in Years 7 -10 make significant literacy progress. Teachers will develop their knowledge and capability in effective literacy approaches to support students through national qualifications and onto meaningful pathways.

Strengths

The school can draw from the following strengths to evaluate the impact that the school’s structured literacy approach has on raising achievement, engagement, and equitable outcomes for all learners.

  • teachers and leaders effectively adapt and respond to the strengths and needs of students, including learners with diverse learning requirements

  • Māori learners are well supported to achieve success with a strong sense of their cultural identity

  • strong leadership and experienced staff, with capacity to support quality teaching and learning across the school

  • progressive and responsive curriculum design that provides flexibility around how and when students learn within changing environments.

Where to next?

Moving forward, the school will prioritise:

  • continuing to build teacher knowledge and skill in the teaching of literacy

  • ensuring there is a shared understanding and implementation of the structured literacy approach across the school.

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.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

21 October 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

 

Bream Bay College

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of June 2022, the Bream Bay College Board of Trustees 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 Bream Bay College Board of Trustees.

The next Board of Trustees 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.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

21 October 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

 

Bream Bay College

Provision for International Students Report

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

Bream Bay College has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.

At the time of this review there were no international students attending the school.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

21 October 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