106 Ellis Street , Brightwater
View on mapTēnā 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.
Brightwater School is located in Tasman and provides education for learners in Years 1 to 6. The school aims to connect with the whakatauki: Nau to rourou, naku te rourou, ka ora te iwi - with your food basket and my food basket, then everyone will be fed. The school’s AWA values are Active respect; We belong and connect; Able to bounce back.
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.
The following findings are to inform the school’s future priorities for improvement.
| Outcomes for most students are increasingly equitable and excellent. |
| Leaders use evidence well to set goals, plan, monitor and evaluate the school strategic improvement priorities. |
| Evidence-based teaching strategies and practices are used effectively to provide engaging learning opportunities. |
| Conditions that underpin effective schooling are well embedded, contributing positively to school improvement. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
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
20 November 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of March 2024, the Brightwater School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Brightwater 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
20 November 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Brightwater School is a contributing primary school located in Tasman, close to Nelson city. The growing roll of 330 includes approximately 10% of students who identify as Māori. Most students remain for six years of schooling.
The school’s valued outcomes for students are for them to be confident, connected, actively involved, lifelong learners through the school’s recently developed learner qualities. The vision is supported by school-developed values and competencies.
School targets for 2019 are to raise the achievement of students at risk of not reaching curriculum expectations in writing and mathematics.
Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:
There is a long serving principal and stable staffing and trusteeship. A new deputy principal has recently been appointed. Teachers have engaged in a range of externally and internally led professional learning and development (PLD). Current PLD includes mathematics and ‘Poutama Pounamu’ to support culturally responsive practice.
The school is a member of the Waimea Kāhui Ako I Community of Learning in which it contributes to leadership roles.
Most students achieve at or above school curriculum level expectations in reading, writing and mathematics, with many achieving above expectations, especially in reading. Similar patterns of achievement are evident over time.
The school recognises that disparity persists for boys in writing, and for Māori students in the three core areas, particularly writing. Nearly all Pacific students achieved at expectations in 2018.
Some target students make accelerated progress. The school has identified the need to be more effective at accelerating progress for identified students, particularly for Māori students.
There is a clear focus on supporting students who are at risk of underachieving to meet curriculum expectations. Teachers work collaboratively to engage students in learning and to respond to their interests and individual needs.
Responsive support is provided for students with additional learning needs. Appropriate agencies are accessed as required, and families are involved in planning decisions.
Students engage positively and confidently in the life of the school. Positive relationships are evident. Classrooms are well organised and learning-focused.
An appropriate range of assessment tools is used to identify and monitor student achievement. Schoolwide achievement data is regularly reviewed to support decision-making.
Teachers regularly engage in professional discussion to improve their practice and share strategies and approaches to support student learning. Relational trust is fostered, and teachers are empowered to innovate and lead. They participate in regular, meaningful PLD aligned to strategic priorities.
The school values its community. Families’ involvement and input is regularly sought and responded to. The welcoming and inclusive culture is characterised by strong relationships and respectful interactions. A sense of belonging and connection is strongly promoted.
Trustees are improvement-focused and set a clear direction for school. They receive detailed reports about operations and achievement and provide responsive resourcing to support school priorities and positive student outcomes.
Developing a clearer picture of rates of progress for students at risk of not achieving expectations is a next step. This should help with monitoring and evaluating the success of targeted actions, in relation to specific targets, to accelerate progress for these learners.
Leaders and teachers are appropriately reviewing and redesigning their curriculum to better support learners to progress and more closely align with the school’s vision for learning and improvement. They are working to strengthen a localised focus that better reflects Te Tiriti-based practice and parent aspirations.
The process should include:
further developing expectations and capabilities for effective teaching and culturally responsive practice
providing increased support for students to understand and make decisions about their learning.
The implementation of appraisal should be strengthened to better support teacher growth and development.
Leaders, trustees and teachers should continue to build shared understandings and effective use of inquiry and evaluation to better measure the success of innovations and actions in achieving equitable and excellent outcomes.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO’s overall evaluation judgement of Brightwater School’s performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall School Performance is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
To improve current practice, the board of trustees should:
ensure all policies and procedures are made available to parents and caregivers.
Dr Lesley Patterson
Director Review and Improvement Services
Te Tai Tini Southern Region
27 September 2019
|
Location |
Brightwater |
|
Ministry of Education profile number |
3183 |
|
School type |
Contributing primary (Years 1 to 6) |
|
School roll |
330 |
|
Gender composition |
Males 52%, Females 48% |
|
Ethnic composition |
Māori 10% |
|
Students with Ongoing Resourcing Funding (ORS) |
Yes |
|
Provision of Māori medium education |
No |
|
Review team on site |
July 2019 |
|
Date of this report |
27 September 2019 |
|
Most recent ERO report(s) |
Education Review July 2014 |
The school’s values and attitudes strongly promote a positive school culture. Students achieve well in reading and mathematics. Positive relationships enhance learning and teaching. Students’ learning is greatly supported by the range of stimulating experiences they have in the classroom and in the community. The school is very well led and governed.
ERO is likely to carry out the next review in four-to-five years.
The school’s values strongly promote the positive and inclusive school culture. This culture also effectively supports students’ engagement, achievement and wellbeing. The high levels of student achievement overall, reflects the school’s focus on learning and behaviour.
Since the January 2010 ERO review, the school has put programmes in place to specifically meet the needs of high achieving students and students with special abilities. Programmes, resources and learning experiences beyond the school are also well supported by the board.
The school continues to have strong links with its local community. The waterwheel in the school grounds was provided by the community. It symbolises the school’s values and focus on learning. The board and staff make good use of school events, newsletters, emails, consultation and reports to regularly engage with the community.
The board and staff have maintained the many strengths outlined in the school’s previous ERO report. Leaders and staff have made significant progress in improving those areas needing review and development. The staff continue to effectively work together to enhance the quality of education for all students.
Senior leaders and teachers effectively use achievement information to identify the learning strengths and needs of students.
Student achievement continues to be at high levels. Many students are achieving at and above the National Standards in reading, writing and mathematics. A significant number of students are achieving above expectations in reading. Māori and Pacific students achieve at similar levels to their peers. Programmes for students with high ability are effectively meeting individual needs. Students who are not achieving at expected levels in writing are well supported by good quality learning support. Positive relationships between the school and early childhood services help children’s smooth transition to school.
Students with high abilities have opportunities to extend their own learning through the class topic. To further enhance the capabilities of these students, teachers should provide opportunities for them to take a greater role in leading their own learning by:
The school’s curriculum strongly promotes student learning. Senior leaders and teachers have a shared understanding of what effective teaching is in this school. Class programmes reflect the school’s high expectations for learning and behaviour. The use of information and communication technologies (ICT) has positive benefits for students and teachers.
Teachers provide stimulating class environments and use a range of strategies that effectively engage students in learning. Students’ learning is greatly enhanced by the range of experiences they have beyond the classroom. High achieving students are well motivated and challenged in their thinking, by the programmes provided for them.
Teachers provide good information for parents about how well their children are achieving against the National Standards in reading, writing and mathematics. The next step is for teachers to report to parents on how well their children are achieving in each of the other learning areas of the curriculum.
The board and staff actively promote opportunities for Māori students to achieve success, as Māori. The teacher in charge of the Māori programmes effectively uses his Māori cultural background to support the school’s programmes. Students and staff experiences include:
Teachers should consider ways to purposefully include Māori perspectives in their topic studies. They should also actively build their confidence in using te reo Māori where appropriate, in their class programmes.
The school is very well placed to sustain and improve its performance.
The principal and senior leaders provide strong, professional leadership. They have high expectations for teaching that lead to high levels of student learning and achievement. The school’s management structures ensure the sustainability of effective practices. A variety of opportunities enable staff to use their strengths, follow their interests and undertake leadership roles.
There is a strong focus on school-wide professional learning and development for teachers. This approach effectively builds collegiality and consistency in what teachers do. Teachers are highly reflective about their work. They identify the strategies that positively impact on student learning, engagement and achievement, and share these with their peers. Teacher appraisals are robust and reflect the school’s focus on ongoing improvement.
The board and principal work closely together. Trustees have a range of skills and experiences that help them to effectively carry out their role. Board roles and responsibilities are efficiently carried out. Self-review practices provide the board with useful information to inform their decisions.
Strong relationships between the school and the community result in high levels of support for student learning, engagement, achievement and wellbeing.
To further enhance the quality of their self review, the board could regularly evaluate its own performance in governing the school.
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:
The school’s values and attitudes strongly promote a positive school culture. Students achieve well in reading and mathematics. Positive relationships enhance learning and teaching. Students’ learning is greatly supported by the range of stimulating experiences they have in the classroom and in the community. The school is very well led and governed.
ERO is likely to carry out the next review in four-to-five years.
Graham Randell
National Manager Review Services Southern Region
28 July 2014
|
Location |
Brightwater, Nelson |
|
|
Ministry of Education profile number |
3183 |
|
|
School type |
Contributing (Years 1 to 6) |
|
|
School roll |
283 |
|
|
Gender composition |
Boys 58% Girls 42% |
|
|
Ethnic composition |
NZ European Pākehā Māori Samoan Asian Other Ethnicities |
86% 8% 1% 1% 4% |
|
Review team on site |
June 2014 |
|
|
Date of this report |
28 July 2014 |
|
|
Most recent ERO reports |
Education Review Education Review Education Review |
January 2010 April 2007 August 2004 |