EDUCATION REVIEW REPORT:
BELLEVUE SCHOOL

DECEMBER 2005

1. About the School
2. The Education Review Office (ERO) Evaluation
3. School Specific Priorities
4. Areas of National Interest
5. Board Assurance on Compliance Areas
6. Recommendations
7. Future Action

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Disclaimer
Individual ERO school and early childhood centre reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO Corporate Office in Wellington. Please consult your telephone book, or see the ERO web page, http://www.ero.govt.nz, for ERO office addresses.

This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.

1.  About the School

2.  The Education Review Office (ERO) Evaluation

This report focuses on the evaluation of the impact of teaching practice and programmes on school wide achievement in reading. The board of trustees agreed to this focus in consultation with the Education Review Office. The report also includes evaluations of the quality of health and safety compliance, the quality of teaching Year 4: social studies and the achievement of Māori students.

The board of trustees has addressed all areas for improvement identified in the previous ERO report. This included a review of the charter with specific emphasis on the strategic and annual plan section. As a result, the board is now able to review its operations more effectively.

Students receive high quality learning experiences in a supportive and well-resourced environment, where literacy and numeracy learning is a priority. Teachers are knowledgeable, enthusiastic, hard working and consistently focus on endeavouring to meet the needs of all students. Student achievement information for reading indicates that most students in Year 4-6 classes are achieving with understanding in reading at levels commensurate with national expectations. Students identified with special learning needs are well catered for and experience success in a wide range of intervention programmes.

The school collects and analyses considerable data on student achievement. It now needs to refine these processes to better document recommendations that will inform board decision making on future resourcing. Future professional development, using staff expertise in formative assessment practice, should further empower students as independent learners.

The principal and senior management team have a shared vision for literacy development that is clearly articulated by the school community. Attitudes and values that are embedded within the charter are evident in all aspects of school operations. Many opportunities are provided for students to undertake leadership responsibilities, including peer mediators who contribute to maintaining a positive and safe learning environment. Extension programmes enhance leadership qualities for a large number of students.

The principal ably leads the school and is well supported by a competent and confident senior management team. Considerable trust and professional respect pervade this team and contribute to the effective implementation of the school’s vision and strategic direction.

A knowledgeable and committed board of trustees works hard in its governance role and generously resources and supports school initiatives. The board meets the statutory requirements for planning and reporting and its analysis of variance shows improved student achievement over time.

The school is involved in a recent Otumoetai cluster initiative with Te Honohonotanga which is endeavouring to work collaboratively to develop positive relationships in meeting the needs of Māori students at local schools. This partnership is between all local cluster schools and the Ngati Ranginui iwi of Tauranga Moana. The community is well informed about school events and is supportive of the direction of the school.

Future Action

ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the school again as part of the regular review cycle.

3.  School Specific Priorities

The Focus of the Review

Before the review, the board of Bellevue School was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the school to contribute to the scope of the review.

The detailed priorities for review were then determined following a discussion between the ERO review team and the board of trustees. This discussion focused on existing information held by the school (including student achievement and self-review information) and the extent to which potential issues for review contributed to the achievement of the students at Bellevue School.

the impact of teaching practice and programmes on school wide achievement in reading.

The Impact of Teaching Practice and Programmes on School-wide Achievement in Reading

Background

Since the last review the board has reviewed its annual and strategic plan formats. This has included the development in 2005 of a specific target covering student achievement levels in reading comprehension. The school has identified the Year 4 cohort and Māori students school wide, as needing particular attention. Student achievement information has been gathered in February 2005 using a variety of assessment tools and teachers intend to repeat this process in November 2005. The staff have been involved in professional development under the guidance of their syndicate leaders to improve teaching strategies for reading comprehension.

This review will take account of developments since the last review, and the impact of teaching practice and programmes on achievement in reading.

Student progress and achievement

Student achievement information from 2004 using externally referenced tools indicated that most students in Year 4 to 6 classes were reading with understanding at levels at or above their chronological age. Boys and Māori students were achieving at levels comparable to their peers. Special programmes target students with identified needs with the intention of raising achievement levels. The evaluation of these programmes over the last two years, including Reading Recovery and the Students at Risk in Reading (SARR) programme, shows that significant improvement in reading comprehension has occurred for most students. As a result of individual student success in reading, improved attitudes are evident across the school. Students are becoming independent and confident in taking risks in their learning.

Areas of good performance

Use of assessment tools: The school uses a variety of assessment tools to effectively identify individual students’ needs in reading. Classroom teachers use appropriate diagnostic tools and focus on analysing students’ understanding of what they read and use this information to inform ongoing planning. Teachers provide targeted learning opportunities in reading comprehension.

Meeting student needs: Teachers use student achievement data to set high expectations for individuals and groups of learners. In most classrooms learning intentions and success criteria are being progressively developed and shared with students as an integral component of the reading programme. Students know the purpose for their learning and have ownership of the process.

Portfolios: High quality portfolios provide a valuable record of individual student achievement data, particularly in reading. These portfolios include self and peer assessment, goal setting, teacher feedback and parent comment. Students take pride in helping to assemble these portfolios and parents, students and teachers have a well-presented, informative and ongoing record of student achievement.

Leadership and extension opportunities: Students are actively encouraged to seek quality leadership opportunities in a variety of literacy activities. Examples include the reporters’ club, web page development and becoming librarians and principal’s assistant. These roles and responsibilities encourage higher order thinking and use of essential skills and knowledge in real life contexts.

Teaching strategies: A wide range of effective teaching strategies is evident in all classrooms. A topic-based approach to learning integrates reading skills development across the curriculum. Teachers use a variety of genre to target and reinforce the strategies that underpin the development of reading comprehension skills. A sequential programme and the cross curricular integration of reading strategies supports and enhances student achievement.

Professional development: Significant professional development opportunities enhance teacher knowledge in reading. Staff attend a variety of courses which complement the teaching of literacy school wide. Staff expertise is well used to support development through ongoing dialogue and modelling of good practice. Teachers are reflective practitioners and are developing a culture of self-improvement in the teaching of reading.

Learning environments: Classrooms provide stimulating and literacy rich learning environments that effectively support student achievement in reading. Wall displays, the use of Information and Communications Technologies (ICT), book resources, both fiction and non-fiction and the quality of presentation of student work contributes to achievement in reading programmes. Reading programmes are well supported by a vibrant and well-stocked library facility. Students work and learn in a self directed and challenging literacy environment.

Support programmes: The special learning needs of students are effectively identified and met through a range of intervention programmes. These programmes are well planned and delivered and they include perceptual motor skills, Reading Recovery, the schools literacy needs based initiative and SARR. Students in these programmes are making significant learning gains.

Strategic direction and leadership: Comprehensive literacy documentation clearly sets the long-term direction for literacy development school wide. This strategic direction is well known and understood by everyone in the school community and is skilfully propounded by the principal and senior management team. The literacy vision is positively reflected at all levels of school operations and in the progress and achievement of students.

Governance: A strong and committed board generously supports the principal and staff to deliver effective literacy initiatives. Significant budget provision for professional development and teaching resources allows teachers to plan and deliver focused programmes, particularly in reading comprehension. The board is well informed and knowledgeable about the content and delivery of literacy programmes.

Areas for improvement

Use of school-wide assessment data: While the senior management team collects considerable student achievement data in reading, and undertakes some analysis of this information, it is yet to formally summarise and document trends and patterns of achievement and identify recommendations for future improvement. This refinement should assist the board in its decision-making process and further strengthen reflective practice school wide.

Formative assessment: The staff has made a sound beginning in developing formative assessment as an integral part of classroom practice. However, this is not consistent school-wide and is yet to become fully embedded in reading programmes. Some students may not be empowered to take full responsibility for their own learning.

4.  Areas of National Interest

Overview

ERO provides information about the education system as a whole to Government to be used as the basis for long-term and systemic educational improvement. ERO also provides information about the education sector for schools, parents and the community through its national reports.

To do this ERO decides on topics and investigates them for a specific period in all applicable schools nationally.

During the review of Bellevue School ERO investigated and reported on the following areas of national interest. The findings are included in this report so that information about the school is transparent and widely available.

Quality of Teaching for Social Studies: Year 4

Social Studies in the New Zealand Curriculum is one of the seven curriculum statements covering the essential learning areas of the New Zealand curriculum.

Areas of good performance

School implementation plan: A detailed implementation plan, that is regularly reviewed and refined, has been developed for teaching social studies. It covers Year 1 to 6 classes and social studies is taught mostly in integrated units. The teachers monitor curriculum coverage and an effort is being made to ensure that the intent of the curriculum document is being addressed.

Teacher planning and delivery: The session observed was of high quality in every respect. Thoroughly researched and planned, the student project is empowering them to learn and use new technology to produce quality work. The lesson was part of an integrated unit that included learning outcomes from a number of curriculum areas, with the major focus on social studies. Students knew what they were learning and what skills they needed to learn and use. Students benefit from high quality teaching in this area.

Resources: The teaching of the social studies programme is well supported by quality resources. These include books, photographs and ICT. The classroom teacher is clearly comfortable using a wide range of teaching strategies and students were enthused by her approach.

Student motivation: High levels of student motivation and interest were noted in the session observed. Students worked in groups, cooperating with each other to achieve the goals and showed high levels of independence. The teacher worked as a facilitator, providing guidance where required and monitoring progress.

Assessment: A wide range of assessment tasks are used to monitor student progress and achievement. Each assessment is against criteria known to the students. Self and peer assessment are used, and ongoing monitoring ensures that students know what they are achieving and what they need to revisit or refine.

The Achievement of Māori Students

During the review, ERO evaluated the extent to which the school has knowledge of and strategies for promoting the achievement of Māori students.

Areas of good performance

Student achievement: Achievement information collated and analysed in 2004 shows that a high number of Māori students in Year 4-6 were achieving at or above their chronological age in reading comprehension. In 2005 Māori students school wide are achieving at appropriate stages in relation to their chronological age for numeracy. Overall progress of Māori students is commensurate with all other student groups within the school.

Leadership opportunities: Māori students have a wide range of opportunities to undertake leadership responsibilities. An active kapa haka group undertakes performances within the local community and on special school occasions. Older students support younger ones (tuakana teina) in buddy reading and acting as school councillors and peer mediators within the playground. Māori students are developing confidence and independence within an inclusive and supportive environment.

School initiatives: A recent and effective local school cluster initiative has been instigated with the assistance of the Resource Teachers: Learning and Behaviour. Te Honohonotanga is a collaborative partnership between Otumoetai schools and Ngati Ranginui iwi of Tauranga moana. This partnership is based on furthering the educational needs of Māori students within these schools. Clear links are becoming evident between the school and its local Māori community.

5.  Board Assurance on Compliance Areas

Overview

Before the review, the board of trustees and principal of Bellevue School completed an ERO Board Assurance Statement and Self-Audit Checklist. 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; and
• asset management.

During the review, ERO checked the following items because they have a potentially high impact on students’ achievement:

• emotional safety of students (including prevention of bullying and sexual harassment);
• physical safety of students;
• teacher registration;
• stand-downs, suspensions, expulsions and exclusions; and
• attendance.

ERO’s investigations did not identify any areas of concern.

6. Recommendations

ERO and the board of trustees have developed the following recommendations

6.1 that the school uses internal expertise to further enhance formative assessment practices; and

6.2 the senior management team refine the analysis of student achievement data school-wide and document findings and recommendations.

7. Future Action