Tauranga Adventist School

School 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.

About the School 

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.

Part A – Parent Summary

Progress since July 2022 ERO report

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 placed is the school to promote educational success and wellbeing?

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 SafetyThe school board is taking reasonable steps to ensure student health and safety.

Achievement in Years 0 to 8

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.

Attendance

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. 

Assessment

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.

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. 

An explanation of the terms used in the Parent Summary can be found here: Reporting | Education Review Office

Part B - Findings for the school

This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.

Areas of Strength

• Most students are well supported to learn and achieve, experience meaningful relationships with teachers and report feeing happy and safe at school.
• Collaborative leadership fosters a positive school culture committed to high-quality teaching and to achieving the school’s strategic vision and goals for development.
• A structured approach to the teaching of mathematics has contributed to enabling equitable outcomes for all groups of students; a consistent focus on supporting all learners to gain strong foundation skills in literacy and mathematics strengthens their learning across the curriculum and ensures the one hour- a-day requirements are being implemented.
• The school’s special character, values, and the strengthened inclusion of te reo and tikanga Māori, support students to have a strong sense of belonging and wellbeing.
• Clear guidelines, high expectations and the provision of ongoing professional learning and coaching strengthens the capability of teachers to respond to the emerging needs of students.
• Regular review of students’ progress data supports leaders and teachers to consider the effectiveness of actions to improve outcomes for learners.

Key priorities and actions for improvement 

The agreed next steps for the school are to:

• strengthen and embed high-quality teaching, learning and assessment practices to improve equitable outcomes for boys in literacy and challenge students to excel and achieve excellence
• further engage with parents and whānau to implement effective strategies to increase rates of regular attendance.

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

Every six months:

• extend and review target setting focused on accelerating literacy learning for boys and increasing the number of students achieving above curriculum expected levels in reading, writing and mathematics
• monitor clear targets and review specific actions to increase the number of students attending school regularly

Annually:

• formally evaluate and report on the effectiveness of school actions and teaching practices to strengthen students’ progress, achievement and attendance and inform further planning for continuous improvement.

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

• increased and sustained levels of equity and excellence in outcomes for all learners
• increased rates of regular attendance to meet the Ministry of Education’s target of 80% of students attending regularly.

Part C: Regulatory and Legislative Requirements

Board Assurance with Regulatory and Legislative Requirements

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:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

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

Education Counts

This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home