Brightwater School

School Evaluation Report 

Tēnā 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.

Context 

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.

Part A: Current State 

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing 

Outcomes for most students are increasingly equitable and excellent.

• Most students are achieving within or beyond expected curriculum levels in reading, writing and mathematics. 
• Equitable progress and achievement for all groups of learners is evident.
• Learners express a strong sense of belonging that is well supported by the school’s values which sit within its local curriculum and inclusive practices.
• A large majority of students attend school regularly; the school is yet to meet the Ministry of Education’s national target and has strategies in place to lift attendance.

Conditions to support learner success

Leaders use evidence well to set goals, plan, monitor and evaluate the school strategic improvement priorities.

• Leaders involve learners, staff and whānau in strategic decision making to further improve progress, achievement and wellbeing.
• Professional learning for teachers links with strategic goals to strengthen teaching practice which improves outcomes for learners.
• Leaders and teachers collaborate with whānau and the community to build and sustain high levels of relational trust that support learners.

Evidence-based teaching strategies and practices are used effectively to provide engaging learning opportunities.

• Teachers have embedded systems and processes for gathering and using a range of purposeful assessment information to inform and guide teacher planning and practice for all learners.
• Teachers effectively use the school’s local curriculum to provide contextual learning opportunities that enhance learner engagement and success. 
• Learners needing additional support and/or extension are clearly identified and are provided with relevant and increasingly successful support; learning is regularly monitored to ensure continued progress and acceleration across the curriculum.

Conditions that underpin effective schooling are well embedded, contributing positively to school improvement.

• The board effectively evaluates relevant information that strategically prioritises goals and targets to bring about success and improvement over time, giving effect to Te Tiriti o Waitangi.
• The board, leaders and staff value and partner meaningfully with the wider community, to sustain strong relationships that enhance inclusion and wellbeing.
• Leaders and teachers work collaboratively with educational providers to strengthen, grow and develop high-quality teaching practices to continually improve outcomes for learners.
• Leaders and staff are proactive in enhancing an inclusive culture and environment that reflects the school’s values and supports high expectations for all learners.

Part B: Where to next? 

The agreed next steps for the school are to: 

• align the school’s local curriculum to effectively implement the changes to the New Zealand Curriculum, to further improve progress and achievement in reading, writing and mathematics
• enhance wellbeing and engagement for all students to ensure educational success through gathering and analysing feedback from learners and whānau, the teaching of the school’s local curriculum and values
• continue to develop teaching practices to promote te Ao Māori through curriculum design to ensure a strong sense of belonging and connection to the community for all learners
• continue to increase and monitor regular attendance through a range of strategies.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months:

• engage in relevant professional learning to begin to implement the changes to The New Zealand Curriculum
• strengthen the school’s connection to the local environment to enhance a strong sense of belonging 
• through the school’s relationship with local iwi and the area.

Every six months:

• review reading, writing and mathematics progress and achievement information to inform teaching planning and practice for ongoing learning
• evaluate attendance data to review and refine strategies that increase regular attendance.

Annually:

• evaluate the impact of professional learning on teaching practice, progress and achievement and outcomes for learners to inform planning
• evaluate school-wide assessment processes to inform and further strengthen teaching and learning
• consult with whānau and the community to inform future strategic planning and resourcing decisions.

Actions taken against these next steps are expected to result in:

• sustained progress and achievement in reading, writing and mathematics for all learners
• strengthened confidence and capabilities in teaching practices to further improve outcomes and sense of belonging for learners
• learners having a strong sense of belonging and connection to their learning journey, through the teaching of the school’s local curriculum and values
• increased and sustained regular attendance.

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

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