Bellevue School (Tauranga)

What ERO wrote in its latest report

This is ERO’s report of 8 May 2026 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

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.

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.

About the School

Bellevue School provides education for learners in Years 1 to 6. Of the 291 students currently at the school, 49% identify as New Zealand European/ Pākehā and 23% are Māori .

The school’s vision, Growing Learners for Life – Poipoia te kākano, kia puāwai - is the foundation for its strategic direction. The school’s four values are Resourceful, Resilient, Respectful, and Responsible .

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

Improvement and progress

This section is about the progress the school has made since the August 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school focused on better knowing priority learners to provide targeted learning support for accelerated progress and to adapt teaching strategies to promote improved learning outcomes.

Findings

Teachers and leaders actively track the individual progress of each learner through regular progress and achievement conversations. Staff participate in targeted professional learning to refine their teaching strategies and better meet different learner needs.

A process is developing for schoolwide consistency in identifying learners with needs.

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.

How well are learners succeeding? The school is working towards high levels of success and progress for all learners.

What is the quality of teaching and learning? Learners benefit from good 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 sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain skills in foundational 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.

How well does the school include all learners and promote their engagement and wellbeing? The school reasonably 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 Safety The school board is taking reasonable steps to ensure student health and safety.

Achievement in Years 1 to 6

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.

Less than a third Less than half Small majority Large majority Most Almost all

0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%

Reading A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Writing Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Mathematics Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

The small majority of learners attend school regularly.

The school is behind the target of 80% regular attendance.

The school has a suitable plan in place to improve attendance.

Regular attendance is not yet improving towards or beyond the target.

Chronic absence is not yet reducing over time.

Assessment

This section is about how the school assesses learner progress and achievement.

The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.

Teachers are developing their use of assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

This section is about how well the school supports all learners to make sufficient progress.

The school is developing good quality planning to increase the rate of progress for all groups of students.

The school has to some extent 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 meeting Government reading, writing and mathematics targets and targets for 2030 and agrees this will need to be a key strategic priority.

Next steps for improvement

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.

Areas of strength

Students learn in an inclusive environment where diversity is valued as a strength, enabling learners to grow.

Leaders and teachers use robust processes to identify and track individual student needs and respond in a timely way, increasing student engagement and responsiveness.

Leaders actively promote a culture of collaboration and shared learning. Purposeful leadership strengthens teaching practice and builds staff capability.

Leaders facilitate regular meetings/ hui and meaningful engage with parent and families/ whānau to ensure their voices actively inform decision making and strengthen learner engagement.

Teacher capability is developed through ongoing professional learning and targeted initiatives that support collaboration and continuous improvement in teaching quality.

Key priorities

Strengthen staff understanding of and capability to use The New Zealand Curriculum in their teaching and assessments.

Accelerate the rate of student progress and achievement and equity of outcomes in reading, writing and mathematics.

Use a range of evidence and sources to evaluate how effectively strategies improve student success.

Fully implement the attendance plan, monitor attendance and refine strategies.

Actions to bring about improvement

Within six months:

staff engage in professional learning to strengthen understanding of curriculum changes and assessment tools

leaders and staff establish and use processes for consistency in identifying learners in need of support to progress and achieve

leaders closely monitor attendance and use of strategies and adjust as needed

Every six months:

leaders and teachers analyse data, evaluate the impact of professional learning and strategies and make changes as needed

leaders report the data to the School Board with focus on students whose progress needs to be accelerated

leaders and teachers monitor student attendance and review and adjust the attendance plan as necessary

Annually:

leaders and staff evaluate the impact of strategies and professional learning on student achievement and increased equity to inform improvement

leaders and the Bellevue School Board review and evaluate the impact of the attendance plan to improve regular attendance and reduce chronic absence

the Board evaluates the effectiveness of their governance and stewardship role with focus on learner outcomes to inform strategic direction.

Expected outcomes

Improved progress and achievement for all learners and equity in outcomes.

Enhanced teaching capability in curriculum delivery and assessment practice.

Strengthened governance to drive the school’s strategic plan and ongoing improvement.

Increased rates in regular student attendance.

Regulatory and legislative requirements

This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.

Board assurance with regulatory and legislative requirements

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.

During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:

Board administration

Yes

Curriculum

Yes

Management of health, safety and welfare

Yes

Personnel management

Yes

Actions for compliance

ERO has identified the following area of non-compliance during the board assurance process:

ensure that after a trial evacuation drill, school completes a report to the New Zealand Fire and Emergency (FENZ) [Health and Safety at Work Act 2015].

The Bellevue School Board has taken steps to address the area of non-compliance identified.

Provision for international students

This section is about the quality of the provision of education for international students enrolled at the school.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self- review of its implementation of the Code.

At the time of this review there were 11 international students attending the school, and 0 exchange students.

Students are well supported. Each class hosts one international student, who receives one‑on‑one English language support and is fully integrated into mainstream learning. They participate in learning and all aspects of school life. A dedicated staff member oversees international students’ pastoral care and learning.

The school regularly collects feedback from parents and students to improve the international student experience and overall engagement. The school has a rigorous self‑review process, carried out annually, to ensure ongoing improvement.

The next public report on ERO’s website will be a School Report and is due within four 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

8 May 2026

Read this report on ero.govt.nz →