The following is an extract taken from the ERO's report on Belmont Intermediate School in June 2008. To read the full report please click on the hyperlink below.

ERO Report June 2008

"Belmont Intermediate School has a history of providing good educational programmes for students in Years 7 and 8.  The school is situated on a peninsular in a well-established suburban area of the North Shore in close proximity to Takapuna in the north and Devonport in the south.  The cultural make up of the school is predominately New Zealand European/Pākehā.  The school has a purpose-designed support unit for students with significant learning and physical needs.  These students are very well integrated into learning programmes and the life of the school.  The school has a small number of international students who receive very good English language programmes and pastoral care.  The school is very well supported by parents and the community, and the board of trustees has a good range of relevant skills and diverse perspectives. 

Since the 2004 ERO review the school has undergone significant development.  The long standing principal retired in early 2007 and a new principal (previously an associate principal at the school) was appointed in late 2007.  A new associate principal has also been appointed and took up her role at the beginning of 2008.  The school’s curriculum focus has moved from a semi-specialist model of teaching to an integrated and inquiry-based approach that personalises learning for students.  The aim is to have teaching and learning programmes that link curriculum areas, that are highly responsive to learners’ interests, strengths and needs and that promote student achievement and increase independence.  Leadership team roles have been restructured in order to align better with the school’s new development priorities.  In addition to these developments, new teaching, resource and Information Communications Technology (ICT) areas have been built and the administration area and some classrooms and facilities have been refurbished and upgraded.

The school’s strategic plan articulates a clear vision for developing confident, successful and lifelong learners.  This plan is underpinned by the core values of respect, responsibility, commitment and aroha.  One of the school’s most significant achievements is the development of a school culture which clearly reflects these values.  Students talk about and, more often than not, demonstrate these values.  They are confident and articulate and proud of their achievements.  The school’s murals, musical bands, performance groups and participation in local exhibitions and festivals are evidence of students’ high levels of participation and achievement in the arts.  They contribute significantly to the life of the school.  Many students also compete successfully in a variety of individual and team sports.  The school’s achievement data indicates that students achieve highly in both reading and numeracy.  Students’ achievement, participation and success in academic, sporting and cultural spheres is acknowledged and celebrated. 

Students benefit from a rich range of learning opportunities.  Learning programmes are interesting.  They integrate the curriculum areas and core competencies in order to develop students’ understanding of key concepts and their academic and social skills.  The school is characterised by very positive and supportive relationships, which are evident not only between teachers and students but also between students and their peers.  Staff promote an inclusive school climate.  Students have particularly good access to information communications technologies (ICT) as an integral part of the school’s learning programmes.  Students also enjoy learning opportunities that take them into the wider and local community.  Students demonstrate a sense of belonging and motivation to learn which is reflected in high levels of achievement, most notably in numeracy.

This review specifically focused on evaluating the quality of learning and teaching in the context of the school’s development of an increasingly integrated and inquiry-based curriculum, the quality of professional development and learning for staff, and progress towards promoting Māori and Pacific student achievement.  The report notes very positive performance in all of these areas and identifies some areas for ongoing development.  It concludes with a recommendation agreed by ERO and the board; that the principal and staff use the areas for improvement identified in this report to continue to enhance teaching practices aimed at personalising learning programmes for students."