12 Bancroft Terrace, Newlands, Wellington
View on mapBellevue School (Newlands)
Bellevue School (Newlands)
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
Bellevue School (Newlands) in Wellington, provides education for students in Years 1 to 6. It is community-centred, with close links to its neighbouring kindergarten and schools. It aspires to be a school where learners grow.
There are two parts to this report.
Part A: 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 B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
Learner Success and Wellbeing
Most learners are engaged, make good progress and achieve at expected curriculum level. |
- Achievement in reading for most learners has improved over time; achievement in mathematics for most has been sustained over time, including for Māori learners.
- Most Year 1 and 2 students make accelerated progress in early literacy development.
- The school has yet to have Pacific learners achieving at the same levels as other learners in reading, writing and mathematics.
- Student attendance is higher than the Ministry of Education 2024 target.
Conditions to support learner success
Leadership is increasingly using evidence to set learning priorities and targets. |
- Leadership pulls together a wide range of data (standardised assessments, observational, wellbeing) to set improvement targets and goals, that include acceleration for learners at risk of underachievement.
- Leadership uses best-practice evidence to plan and coordinate the school’s curriculum and teaching; expectations for high-quality teaching are shared and learner outcomes are tracked and monitored.
- Leaders increasingly use multiple sources of feedback, aligned with the school’s strategic goals and identify teachers’ professional learning and development needs.
Teachers provide a curriculum that increasingly reflects local contexts and learner aspirations. |
- Teachers are designing curriculum where learners can see themselves, their identity and culture; teaching is progressively more evidence-based and culturally responsive.
- Learners have sufficient opportunities to gain sound foundational skills in reading, writing and mathematics.
- A range of appropriate and good quality assessment information is increasingly used to plan for, evaluate and report the progress and achievement of each learner.
The school is strengthening its systems, structures and practices that underpin successful schooling for its learners. |
- Teachers regularly work together to inquire into aspects of their teaching practice to support learner progress and achievement.
- Leaders and teachers are taking steps towards providing for diverse identities, languages and cultures of learners, parents, whānau and community.
- Leadership and teachers are increasingly integrating te reo Māori, tikanga Māori and mātauranga Māori learning opportunities throughout implementation of the curriculum.
Part B: Where to next?
The agreed next steps for the school are to:
- increase the number of students achieving at and above curriculum expectations in reading and writing and reduce disparity for groups of learners
- establish and embed a consistent school-wide approach to the teaching of reading and writing
- build teacher capability for high-quality, evidenced- informed teaching to improve learner outcomes.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
- school leaders support teachers to closely analyse achievement, progress and attendance for groups of students who are at risk of underachievement, to have programmes to address the needs of these learners
- leaders and teachers review existing progressional framework (Poutama) for reading and writing so teachers know and implement the non-negotiable practices in their teaching
- school leaders and teachers engage in professional learning about the Science of Learning, so that teachers know what students need to be able to do to build the skills and competencies as a reader and a writer
Within a year:
- professional learning has an impact on teaching and learning; teachers demonstrate confident, consistent practice in the teaching of literacy and progressions for learning in reading and writing are explicitly taught at each year level
- teachers engage in professional learning and discussions about assessment for learning, making and moderating assessment judgements; achievement and tracking progress of learners is embedded in school meeting routines
- school leaders and teachers engage in conversations about learning with parents and whānau to strengthen shared understanding of how their child learns to read and write, enabling them to actively support their learning.
Annually:
- use the analysis of attendance, achievement and progress data, and other evidence, to know the impact of initiatives (parent engagement, progressional framework) and professional learning (Science of Learning and assessment) on learner outcomes and to know what is working for who and make adjustments to planned action
- gather parent and whānau voice about the quality of the learning partnerships with teachers and school leadership and the support they receive to be active in their child’s learning.
Actions taken against these next steps are expected to result in:
- improved learner achievement outcomes, with an increased number of students achieving at or above curriculum expectation in reading and writing, and equity for groups of learners
- high-quality, evidenced-informed teaching to improve learner outcomes.
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
Shelley Booysen
Director of Schools
25 July 2024
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
Bellevue School (Newlands)
Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2026
As of May 2024, the Bellevue School (Newlands) 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 areas of non-compliance during the board assurance process:
- ensured all board members are eligible to be a board member.
[Children’s Act 2014, section 31 (1)]
The board has since taken steps to address the areas of non-compliance identified.
Further Information
For further information please contact Bellevue School (Newlands) 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.
Shelley Booysen
Director of Schools
25 July 2024
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
Bellevue School (Newlands) - 16/05/2018
School Context
Bellevue School (Newlands) caters for children in Years 1 to 6 in the Wellington suburb of Newlands. At the time of this ERO evaluation 13% of the 308 children attending identify as Māori, and 7% as of Pacific heritage. The school is ethnically diverse with 25% having English as an additional language.
The school’s vision states ‘At Bellevue School we are active, connected life-long learners’ and is reinforced by the guiding values of confidence, respect, responsibility, resilience and inclusion. The motto is ‘E tipu e ako- Where learning grows’.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
- achievement in reading, writing and mathematics
- the progress and acceleration of targeted learners
- participation in specific initiatives and interventions.
The school is a member of the Newlands Kāhui Ako.
Evaluation Findings
1 Equity and excellence – achievement of valued outcomes for students
1.1 How well is the school achieving equitable and excellent outcomes for all its students?
Most students achieve at or above expectations in reading, writing and mathematics. Achievement levels have remained stable over time in reading and mathematics, with improvement occurring in writing.
2017 achievement data indicates that:
- girls achieve better than boys in reading and writing
- boys and girls achieve similarly in mathematics
- Māori students achieve similarly in reading and writing and less well than their peers in mathematics.
The board and leadership have identified specific cohort groups in mathematics and writing for acceleration in 2018.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
The school continues to develop its effectiveness in responding to students whose learning needs acceleration. There is evidence to show that some students make accelerated progress.
There has been a closing of the disparity gap for Māori and Pacific students and their Pākehā peers since the July 2014 ERO report. By the end of Year 6 nearly all students reach curriculum expectations in reading, most in writing and the large majority in mathematics.
2 School conditions for equity and excellence – processes and practices
2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?
Board systems and practices effectively support trustees to carry out their roles and responsibilities. There is a focus on promoting enhanced student learning outcomes. A self review plan is in place.
A deliberate and considered approach to strengthening acknowledgement of identity, language and culture for Māori students and their whānau is evident. Building a shared understanding of cultural competencies by staff has been undertaken since the previous ERO review. The Māori Learning Profile sets clear expectations for teaching and learning, determined in collaboration with whānau. Aspirations of whānau Māori are sought and valued to inform strategic direction and contribute to a culturally responsive curriculum. All learners are given opportunities to participate in meaningful learning experiences that reflect Māori culture language and identity.
The school continues to thoughtfully review and develop the curriculum to be highly responsive to the increasingly diverse needs of their students’ wellbeing, culture, language and identity and learning. The school has reported a significant shift in teachers’ pedagogical understandings through considered exploration of evidence-based best practice, education theory and research.
Teachers use a range of effective strategies and deliberate actions to engage students in purposeful learning. High expectations for positive behaviour, structured learning environments and student self-management skills contribute to engagement. Students’ wellbeing, sense of belonging and engagement in their learning are promoted. Regularly sharing of students’ learning with families and whānau supports increasing engagement and achievement.
Teachers develop caring, collaborative learning communities that are inclusive of diverse learners. Appropriately designed systems, and responsive planning and resourcing contribute to the delivery of effective programmes to cater for increasing numbers of students with identified and complex needs.
Appropriate appraisal processes are consistently implemented for teachers and the principal.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
Trustees, school leaders and teachers are using internal evaluation and inquiry to reflect on practices and systems. The next step is to further develop understandings of evaluation to determine the impact and significance of practices to better inform future decision making.
3 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.
Provision for international students
The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016, (the Code). The school does not have any international students currently enrolled. It annually attests to the New Zealand Qualification Authority that expectations of the Code are met. Annual self review indicates in detail what the school is doing to provide for international students, but not how effectively the outcomes have been achieved.
4 Going forward
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
- parent partnerships that support students’ interests, engagement and learning
- teacher reflection, inquiry and collaboration that carefully consider and research effective teaching practices that are responsive to students.
Next steps
For sustained improvement and future learner success, priorities for further development are in:
- deepening understandings of evaluation to determine the significance of initiatives and actions taken to inform ongoing improvements to school practices and the impact on outcomes for students
- strengthening the curriculum to provide guidelines across the essential learning areas that effectively inform implementation.
ERO’s next external evaluation process and timing
ERO is likely to carry out the next external evaluation in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
16 May 2018
About the school
Location | Newlands |
Ministry of Education profile number | 2806 |
School type | Contributing (Years 1 to 6) |
School roll | 308 |
Gender composition | Female 51%, Male 49%, |
Ethnic composition | Māori 13% Pākehā 45% Pacific 7% Indian 14% Asian 7% Other ethnic groups 14% |
Provision of Māori medium education | No |
Review team on site | March 2018 |
Date of this report | 16 May 2018 |
Most recent ERO report(s) | Education Review July 2014 Education Review June 2011 Education Review May 2008 |
Bellevue School (Newlands) - 04/07/2014
Findings
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.
1 Context
What are the important features of this school that have an impact on student learning?
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.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
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.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
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.
How effectively does the school promote educational success for Māori, as Māori?
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.
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. 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:
- a schedule for formal review of policies and procedures
- revising guidelines for board roles and responsibilities
- taking a more active role in strategic and annual planning.
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.
Key Next steps
The following are areas for review and development to sustain good practice.
- Review the curriculum to ensure documentation reflects current practice.
- Build evaluation capacity of board, managers and teachers.
- Refine the school charter and strategic planning to give clarity to school direction.
- Develop systems and documents to support the inclusive practice evident in the school.
- Continue to explore strategies to improve achievement in writing for boys and Māori.
- Continue to develop the transition to school approach.
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
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
About the School
Location | Newlands | |
Ministry of Education profile number | 2806 | |
School type | Contributing (Years 1 to 6) | |
School roll | 262 | |
Gender composition | Male 54%, Female 46% | |
Ethnic composition | Māori NZ European/Pākehā Indian Asian Pacific Other ethnic groups | 13% 49% 14% 11% 4% 9% |
Review team on site | May 2014 | |
Date of this report | 4 July 2014 | |
Most recent ERO report(s) | Education Review Education Review Education Review | June 2011 May 2008 August 2005 |