Berhampore School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 2 years of the Education Review Office and Berhampore 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

Context 

Berhampore School serves a multicultural community on the southern edge of Wellington city. It delivers learning opportunities to children in Years 1-6 in the conventional classes and Years 1-8 in the Montessori unit.

Berhampore School’s strategic priorities for improving outcomes for learners are to: 

• support every child to succeed in developing foundation skills and capabilities, including language, literacy and numeracy. 

• protect and promote the wellbeing of the school community

• deepen our connection with Te Ao Māori. 

You can find a copy of the school’s strategic and annual plan on Berhampore School’s website. 

ERO and the school are working together to evaluate how effectively Berhampore School is implementing the Aotearoa New Zealand’s histories curriculum and developing an understanding of the importance of this area of the curriculum within the school community.

The rationale for selecting this evaluation is: 

• Aotearoa New Zealand’s histories curriculum in the initial stages of development and implementation at Berhampore School to raise students’ awareness and knowledge of their local stories, histories, places and people

• to develop an understanding of the place and importance of this area of the curriculum within the school community. 

The school expects to see school leaders, trustees, teachers, students and whānau actively engaged in learning the local stories and histories of the Wellington/Poneke area, allowing students to develop an understanding of how historical stories affect people and place. They understand these stories can offer the chance for children to acquire, use and practice Te Reo in appropriate contexts, and see the connections between te reo, tikanga and local stories.  

Strengths  

The school can draw from the following strengths to support the school in its goal to develop and implement a localised Aotearoa New Zealand’s histories curriculum that reflects the local area.

• A broad cultural base that allows a diverse range of views and increased learning opportunities to better understand the world around them.

• Positive relationships with, and support from, the community that support the school and its activities.

• Leadership that provides a clear vision for success and sets high expectations for teaching practice and learning outcomes.

Where to next? 

Moving forward, the school will prioritise development of:

• a framework to guide Aotearoa New Zealand’s histories curriculum delivery, including criteria for the measurement of children's increasing knowledge and understanding

• teachers’ understanding of the Aotearoa New Zealand’s histories curriculum and strategies for its delivery

• an understanding of the place and importance of this area of the curriculum within the school community.  

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.

Shelley Booysen
Director of Schools

8 August 2023 

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

This school has a specialised Montessori programme for learners who select this option.