Belmont School (Auckland) Education Review

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1 Belmont School (Auckland) Belmont School (Auckland) Education Review 1 Context 2 Learning 3 Curriculum 4 Sustainable Performance School Statistics Page 1 / 8

2 1 Context What are the important features of this school that have an impact on student learning? Belmont School on Auckland s North Shore caters for students from Years 1 to 6. It is a well established school that values and actively celebrates its history, traditions and long standing family associations. The school caters very well for its increasingly multicultural community. The school roll comprises 32 nationalities. Eight percent of the students are Māori and there is small number of students with Pacific Island heritage. The school has a growing roll. New junior classrooms were opened in 2014 and significant playground enhancements have been completed. For several years the school has planned and implemented classroom upgrades. Currently, the board of trustees is planning future classrooms to cater for roll growth. The school s culture is welcoming, inclusive and maintains a strong focus on student wellbeing and achievement. The school continues to have a positive profile in the local community. Families and whānau participate widely in the school s calendar of curriculum, arts, cultural and sporting events. The school has a good ERO reporting history. The 2012 ERO report noted how students demonstrated a strong sense of belonging and were achieving very well. These features have continued and been further developed. The 2012 report also identified further development was needed to strengthen self review and provide additional analysis of student progress for the board of trustees. Very good progress has been made in these areas. Page 2 / 8

3 2 Learning How well does this school use achievement information to make positive changes to learners engagement, progress and achievement? Belmont School uses achievement information very well to make positive changes to learners engagement, progress and achievement. Overall students achieve very well in relation to the National Standards. The board of trustees and senior leaders use achievement information to set school priorities and relevant achievement targets. School leaders and teachers use data to plan differentiated learning programmes and to inquire into the effectiveness of teaching practices. Teachers share strategies and teaching approaches to meet the learning needs of individual students. Analysis of achievement information and teacher professional inquiry into boys learning has resulted in a boys only class being established. School leaders are evaluating how well boys in this class increase their engagement and achievement. Students with special learning needs or abilities benefit from targeted teaching initiatives and learning support programmes. Classrooms have a settled tone. Students are highly engaged and interested in their learning. They are supported by positive, respectful interactions with teachers and other students, and by the in-depth knowledge teachers have of each student s progress. Teachers use teaching approaches that help students to develop better knowledge and understanding of their learning. This is resulting in students talking confidently about their learning. Teachers could further extend students knowledge of their achievement. This would help students to develop greater ownership of their own learning progress. Teachers report to parents twice a year about children's achievement in relation to the National Standards. Parents receive good information about their child s progress and achievement in all curriculum areas. Page 3 / 8

4 3 Curriculum How effectively does this school s curriculum promote and support student learning? The school s curriculum promotes and supports student learning very effectively. It is well aligned to the New Zealand Curriculum (NZC). Students are confident learners and enjoy their learning activities and experiences. Students benefit from a broad and relevant curriculum where literacy and mathematics programmes are appropriately prioritised. Other NZC learning areas are integrated into inquiry learning topics. Teachers collaborate closely to plan inquiry learning programmes. This results in a high degree of consistency in teaching approaches across classrooms and teams. Teachers have recently refined the school s inquiry model. The curriculum features e-learning, the arts, specialist music classes, sport and education outside the classroom. This broad range of curriculum experiences promotes student engagement and related opportunities for leadership. Teachers and students use digital learning resources to support learning across the curriculum. Linked to the school s strategic plan, leaders are building teacher and student e-learning capability. The school is providing infrastructure and support to enhance the way students learn at school and at home. The documented curriculum plan reflects school priorities and values. It emphasises high expectations for teaching and learning. The curriculum promotes relationships with the community, and home and school partnerships. The school has organised curriculum education evenings for parents to gain mathematics and reading strategies to support their children s learning. School leaders and the board invest generously in well-considered professional learning for teachers. Recent programmes in mathematics and e-learning are enhancing learning outcomes for students. During the course of the review school leaders and ERO discussed how the curriculum could be developed by: providing further curriculum education opportunities to enhance learning partnerships between home and school developing a school-wide goal to support students to become resilient learners. How effectively does the school promote educational success for Māori, as Māori? Page 4 / 8

5 The school is effective in promoting educational success for Māori students, as Māori. Māori students engage very well in their learning and overall they achieve well in relation to the National Standards. Waiata is a feature of school assemblies and Māori students have opportunities to participate and lead in powhiri and kapa haka. The school promotes a sense of identity for Māori students. It recognises the importance of, and maintains, positive relationships with whānau and between students and teachers. A senior teacher skilfully and respectfully guides students and teachers increasing knowledge and use of te reo Māori. Teachers are using relevant Ministry of Education resources to guide teaching and curriculum practices. The staff value bicultural practices and provide opportunities for Māori students to hear and see their language, culture and identity being valued. Page 5 / 8

6 4 Sustainable Performance How well placed is the school to sustain and improve its performance? The school is very well placed to sustain and improve its performance. The board provides effective governance of the school. Trustees use their individual expertise and knowledge well in their board roles. Unity of purpose and good working relationships help to promote the achievement of strategic and annual goals. Strong self review is leading to continual refinement and improvement of school operations and practices. School leaders and trustees recognise the need to continue to manage school growth and change in ways that sustain and improve school performance. The board is focused on student learning. Trustees are well informed about curriculum developments and student engagement, achievement and progress. They use achievement information well to make resourcing decisions including funding appropriate professional learning for teachers. The principal and senior leaders provide well-considered professional leadership for the school. They have high expectations of student learning and for developing leadership opportunities for teachers. A collegial team ethos, and a willingness to innovate and trial new approaches are enhancing students learning opportunities. As a result, teaching programmes are high quality. The school has a supportive community that engages with teachers and leaders in collaborative learning partnerships. Parents appreciate the school s regular communication and their opportunities to contribute through consultation. Provision for international students Belmont School is a signatory to the Code of Practice for the Pastoral Care of International Students (the code) established under section 238F of the Education Act The school has attested that it complies with all aspects of the code. ERO s investigations confirmed that the school s self-review processes for international students is thorough. At the time of the review there were 12 international students attending the school. The school provides international students with a very good standard of education. This includes English language support as required. Students are warmly welcomed and participate fully in school activities. High quality pastoral care ensures students are well integrated into the life of the school and community. Page 6 / 8

7 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 Belmont School in Auckland is an inclusive school that successfully promotes student learning and engagement. Students benefit from a broad and relevant curriculum. The school values and actively celebrates its history, traditions and long standing family associations. School leaders and teachers engage parents and families in partnerships to support student learning. ERO is likely to carry out the next review in four-to-five years. Dale Bailey Deputy Chief Review Officer Northern 24 June 2015 Page 7 / 8

8 School Statistics Location Ministry of Education profile number Belmont, Auckland 1226 School type Contributing (Years 1 to 6) School roll 390 Number of international students 12 Gender composition Girls 53%, Boys 47% Ethnic composition Māori NZ European/Pākehā Other European Chinese Cook Island other Asian African Tongan other Pacific South East Asian other 8% 72% 8% 2% 2% 3% Review team on site May 2015 Date of this report 24 June 2015 Most recent ERO report(s) Education Review Education Review Education Review May 2012 June 2009 May 2006 Page 8 / 8

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