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No thanks - I'm already an Eventfinda member or I don't want to join. Phone 09 Website Website. My List Share Tweet. Their strategic and deliberate focus to support students through innovative approaches and targeted learning programmes helps bring about positive learning outcomes for students. School leaders have identified they need to align the Junior Diploma with National Standards to provide greater clarity for students and parents about achievement.
The Bream Bay College curriculum supports and promotes student learning effectively. Teachers make learning meaningful and relevant for students in programmes that encourage creativity and collaboration.
These strategies support the engagement and learning of students, encourage collaboration and assist students to manage their own learning. Students have opportunities to learn in a range of authentic and community focused programmes using a range of technologies. Learner focused relationships are acknowledged as the basis for effective learning. School leaders are investigating ways to seamlessly link the curriculum from Years 7 to 13 through their deep learning approaches.
The school successfully uses its Year 7 to 13 structure to enhance learning opportunities for Year 7 and 8 students through access to specialist teachers in many curriculum areas. Cross curricular connections give additional breadth and depth to student learning and engagement. The college offers a wide range of co-curricular activities. There are opportunities for students to build leadership capability and social competencies.
The school has a variety of cultural, academic and sporting events that celebrate and promote student achievement. School kawa provides opportunities for students to lead karanga, whaikorero, waiata and haka. Sound governance is evident. Board decision-making is focused on improving outcomes for all students. Trustees are well informed about curriculum developments and student achievement. School systems and structures are coherent and aligned to school priorities. School leadership is effective.
The senior leadership team uses a range of strategies to establish a purposeful and successful learning environment. They use current educational research to build capability across the school through whole staff professional learning and performance management systems. Leaders of learning across the school are developing a range of innovative approaches and practices to improve outcomes for students.
The school has attested that it complies with all aspects of the Code. At the time of the review there was one international student attending the school.
The school provides its international students with a good standard of education. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:. During the review, ERO checked the following items because they have a potentially high impact on student achievement:. Bream Bay College is a co-educational, Year 7 to 14 school that provides intermediate and secondary education for the young people of the Ruakaka district of Northland.
During and ERO visited the school, reviewed documentation and evaluated school progress. The ERO report assures the Bream Bay College community that progress has been made in the agreed areas for development. The school is benefitting from the cohesiveness and stability of the leadership team. The principal and senior leaders have improved their capabilities to evaluate the school and recognise where and when targeted actions are necessary to support student achievement and wellbeing. The NZC vision, principles and values are woven through school learning programmes.
Students are aware of the different pathways that are available to them through the curriculum, including links with tertiary providers and local employers.
Teaching and learning programmes are now including and acknowledging the history of the local area. There are clear links to the Ngati Wai iwi education initiative in the area. The Ministry of Education has provided specific, necessary, professional development for the school where needed since The principal and school leaders should now address the following in the next phase of school improvement:. School performance has improved.
The board of trustees and senior leaders are likely to sustain this improvement through self review. ERO has confidence in the capability of the board of trustees.
Productive working relationships are evident. Trustees are working diligently to improve their effectiveness as governors. They collaborate with school leaders to promote the safety and wellbeing of students.
The board has addressed its obligations to fulfil legal requirements identified in the , and ERO reports. Charter target-setting and annual variance reporting has been improved. A set of policies aligned to the National Administration Guidelines is in place and is being reviewed. National Standards for students in Years 7 and 8 are being reported twice a year to the parent community as required.
School leaders are reporting to the board frequently on the achievement of students overall, and of groups of students. Some evaluation that leads to action plans is improving the educational needs of particular student groups. Middle leaders, teachers and support staff are working hard to provide and facilitate learning programmes that reflect the essence of the NZC and focus on the curriculum pathways relevant for each learner.
Staff demonstrate high levels of commitment to the students they teach and support. The school is well resourced in terms of buildings, facilities, materials and equipment, including student access to information technology.
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