19 Moffat Road , Bethlehem, Tauranga
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.
Tauranga Adventist School is located in Bethlehem. It is a state integrated school that provides Christian-based education for students in Years 1-8. The school’s current roll of 107 students includes 12 Māori students and a small number of students from a range of diverse cultures.
The school partners with the Tauranga Seventh Day Adventist Church, which is adjacent to the school. A school chaplain provides ongoing support and liaison between the church and the school.
The school’s vision is for students to be “connected to God, inspired to learn and empowered to serve.”
The school’s values encourage students to demonstrate integrity/ngākau pono, respect/manaakitanga, compassion/ngākau aroha, resilience/manawaroa and excellence/hiranga.
ERO and the school worked together to evaluate how effectively teaching and learning programmes improved outcomes and enabled equity for all learners. The school expected to see further actions implemented to improve the quality and effectiveness of assessment, teaching and learning across the school and to support continuous improvement in outcomes for identified learners.
Students at risk of not achieving are clearly identified and their progress regularly tracked and monitored. Planning and teaching strategies have significantly accelerated the learning of students below expected levels of the curriculum particularly in reading and mathematics. Achievement information is well analysed and now shows equitable outcomes for Māori students in all areas and for boys and girls in mathematics. Consistency of school-wide assessment for learning practices supports students to be actively engaged in their own learning, make progress and achieve.
| How well are learners succeeding? | Success and progress for all learners is increasing. |
| What is the quality of teaching and learning? | Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics. |
| How well does the school curriculum respond to all learners needs? | Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals. |
| How well does school planning and conditions support ongoing improvement? | School planning and conditions to support ongoing improvement to the quality of education for learners are well established. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school successfully promotes learners’ engagement, wellbeing and inclusion. |
| How well does the school partner with parents, whānau and its community for the benefit of learners? | The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions. |
| Student Health and Safety | The school board is taking reasonable steps to ensure student health and safety. |
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Writing | A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Mathematics | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
The school is approaching the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet reducing over time.
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
The school has good quality planning to increase the rate of progress for all groups of students.
The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards Government reading, writing and mathematics targets and is likely to meet them by 2030.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Yes
Yes
Yes
Yes
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 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
Director of Schools (Acting)
7 May 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within sixteen months of the Education Review Office and Tauranga Adventist 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
Tauranga Adventist School is located in the Bethlehem area of Tauranga. It is a state integrated school that provides Christian-based education for students in Years 1-8. The school partners with the Tauranga Seventh Day Adventist Church, which is adjacent to the school. A school chaplain provides ongoing support and liaison between the church and the school.
Tauranga Adventist School’s strategic priorities for improving outcomes for learners are:
You can find a copy of the school’s strategic and annual plan on Tauranga Adventist School’s website.
ERO and the school are working together to evaluate how effectively teaching and learning programmes are improving outcomes and enabling equity for all learners. Strengthening differentiated planning, teaching and assessment practices, and maintaining quality learning partnerships with parents and whānau are continued priorities for the school.
The rationale for selecting this evaluation is:
The school expects to see further actions implemented to improve the quality and effectiveness of assessment, teaching and learning across the school and to support continuous improvement in outcomes for identified learners.
The school can draw from the following strengths to support its goal to improve student outcomes and enable equity for all:
Moving forward, the school will prioritise:
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
11 July 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of September 2021, the Tauranga Adventist School Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
ERO has identified the following areas of non-compliance during the board assurance process:
[clause 12 schedule 4 Education and Training Act 2020]
[sections 105 to 114, Part 3, Subpart 4 of the Education and Training Act 2020]
The board has since addressed the areas of non-compliance identified.
For further information please contact Tauranga Adventist School 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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
11 July 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home