Gleniti School

Education institution number:
3347
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
367
Telephone:
Address:

22 Heath Street, Gleniti, Timaru

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Gleniti School

Te Ara Huarau | School Profile Report 

Background 

This Profile Report was written within eighteen months of the Education Review Office and ​Gleniti School​ working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz 

Context  

Gleniti School is located in Timaru, South Canterbury. It provides education for students in Years 1 to 8. The school’s vision ‘Together, on target, for the future’ underpins all aspects of the school’s operation. A new principal was appointed in 2023.  

Gleniti School’s strategic priorities for improving outcomes for learners are: 

  • Place (Manaaki Whenua) – from its physical site and resourcing, to decision making and culture 

  • People (Manaaki Tangata) – ākonga, kaiako and whānau are engaged, thriving, and experiencing success 

  • Learning (Haere Whakamua) – meaningful learning enables the achievement of its vision.  

You can find a copy of the school’s strategic and annual plan on the ​Gleniti School​’s website. 

ERO and the school are working together to evaluate how effectively the school’s curriculum gives effect to the school’s vision, aligns with the updated New Zealand Curriculum/Te Mataiaho and promotes improved learning outcomes for all students.  

The rationale for selecting this evaluation is to ensure: 

  • learning for ākonga is valuable, relevant, and targeted to their needs 

  • the review of the school’s local curriculum is carried out in a timely way, meets the requirements of the New Zealand Curriculum /Te Mataiaho, and is aligned to the school’s vision and values. 

The school expects to see an updated local curriculum that productively gives effect to the New Zealand Curriculum /Te Mataiaho, aligns with the school’s learning vision, and provides meaningful learning for all ākonga

Strengths  

The school can draw from the following strengths to support its goal of knowing how effectively the school’s curriculum gives effect to the school’s vision, aligns with the updated New Zealand Curriculum/Te Mataiaho and promotes improved learning outcomes for all students: 

  • an experienced, collaborative, and capable teaching team with a shared understanding of best teaching practices 

  • a highly effective, inclusive leadership team that has a clear strategic direction and strong vision for improved learning outcomes 

  • highly supportive and future focused leadership and governance. 

Where to next? 

Moving forward, the school will prioritise developing: 

  • a well-formed plan of action that informs future direction and continues to support improved learning outcomes 

  • robust evaluation processes that enable the school to ensure the intended outcomes are met. 

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.  

​​​​​Shelley Booysen​ 
Director of Schools​ 

​​2 October 2023​ 

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 

Gleniti School

Board Assurance with Regulatory and Legislative Requirements Report ​2023​ to ​2026​ 

As of ​May 2023​, the ​Gleniti School​ Board has attested to the following regulatory and legislative requirements: 

Board Administration 

​​Yes​ 

Curriculum 

​​Yes​ 

Management of Health, Safety and Welfare 

​​Yes​ 

Personnel Management 

​​Yes​ 

Finance 

​​Yes​ 

Assets 

​​Yes​ 

Further Information 

For further information please contact ​Gleniti School​, School Board. 

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years. 

Information on ERO’s role and process in this review can be found on the Education Review Office website. 

​​​​​Shelley Booysen​ 
​​Director of Schools​ 

​​2 October 2023​ 

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 

Gleniti School

Provision for International Students Report 

Background 

The Education Review Office reviews schools that are signatories 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. 

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 two international students attending the school, and no exchange students. 

An updated information booklet provides parents and students with detailed material about the school and expectations for learning and wellbeing. Clearly defined roles and responsibilities ensure that international students are well supported. 

​​​​Shelley Booysen​ 
​​Director of Schools​ 

​​2 October 2023​ 

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 

Gleniti School - 16/01/2018

School Context

Gleniti School is a Years 1 to 8 school in Timaru with a roll of 413 children. The number of students has increased significantly since the 2014 ERO review and includes students from a range of cultural backgrounds.

The school’s vision and valued outcomes for students are embodied in a whole-child ‘weGleniti’ approach and underpinned by its ARCHER values (Achieve, Responsible, Caring, Honest, Effort and Respect) and the Gleniti touchstones - whānau, aroha ki te ako and kaitiakitanga. These values are integrated into all aspects of the school culture and curriculum and drive the strategic direction of the school.

The school’s aims and goals focus on raising children’s achievement in mathematics, developing the levels of te reo and tikanga Māori within the school, and supporting students in the development of their social skills and wellbeing.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • achievement in reading, writing and mathematics in relation to the National Standards

  • outcomes for children with additional learning needs

  • outcomes related to children’s wellbeing.

The school is part of the North Timaru Kāhui Ako | Community of Learning.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is effectively achieving positive outcomes for most learners.

Over the last three years school achievement information shows there has been a consistent pattern of good levels of achievement in relation to the National Standards for reading, writing and mathematics. Most students achieved at or above the National Standards in these areas over this time period. Māori student achievement is high, particularly in mathematics. In 2016 girls achieved better than other groups in reading and writing. Consistent levels of achievement are maintained from Year 1 through to Year 8.

There are positive outcomes for almost all children in relation to their wellbeing. Children report feeling safe and welcome at Gleniti School.

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The school provides a variety of support programmes for those Māori and other students whose learning and achievement need acceleration. The school did not have sufficient outcome information to enable ERO to comment on the effectiveness of these initiatives to lift achievement for students whose learning needs to accelerate.

2 School conditions for equity and excellence

2.1 What school processes and practices are effective in enabling achievement of equity and excellence?

The school is committed to working together with the parents, children and staff, and managing the school environment to achieve a positive, healthy school culture which ensures quality learning and growth occur.

Children learn in a collaborative, inclusive learning environment, underpinned by the school’s ARCHER and touchstone values. Children understand the school values well and these are reflected in their inclusive and respectful relationships. School leaders and teachers acknowledge and celebrate a wide range of student learning and personal achievements.

Students’ learning and development benefit from flexible programmes and routines that best meet the needs of students. A broad, well-designed curriculum offers children rich opportunities for learning. Extensive, collaborative teacher-team planning and composite classes assist the school to meet the needs of its children. Robust systems and practices support all children, including those with additional learning needs.

Teachers and teacher aides are valued and well supported by the school leadership.There is a coherence of approach between class teachers and support teachers in planning and supporting students’ learning and relationships with students. Teachers collect a wide range of useful information and know the learning needs of individual students. There is a structured framework to identify and then assist priority learners, including English Language Learners (ELL).

There is strong professional leadership at all levels of the school. The board is actively involved in its governance role and serves the school by ensuring resourcing that supports positive outcomes for students. School leaders provide regular reports to the board about school programmes and student achievement. Reports from learning teams to the board show how teams and class teachers are responding to identified learning and wellbeing needs of students.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence?

School leaders have many processes and practices that contribute to equity and excellence but need to gain a deeper knowledge, awareness and coherent understanding of how well these processes and practices are working together towards improving student outcomes.

School leaders need to use the learning information already collected to know about the amount of progress made in relation to the charter targets, the impact on learning of support programmes, and to ensure all students are making sufficient progress.

3 Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • finance

  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration and certification

  • processes for appointing staff

  • stand down, suspension, expulsion and exclusion of students

  • attendance

  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice2016 established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review there were six international students attending the school.

International students and their families are welcomed, well supported and included in the community at Gleniti School. Students are involved and integrated into all school activities. Students are well provided for academically and pastorally and are regularly surveyed about their experiences at the school. International students are supported by classroom teachers and teacher aides who have undertaken ELL training. Robust school systems ensure that international student achievement is monitored effectively.

Actions for compliance

ERO identified non-compliance in relation to Section 60B Education Act 1989, adopting a statement on the delivery of the health curriculum at least once in every two years.

In order to address this, the board of trustees must consult with parents and whānau every two years about the health curriculum.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • a whole-child approach to achievement, with the learner at the centre

  • teachers, leaders and trustees having a relentless focus on lifting the levels of achievement for all students

  • a broad, cohesive and responsive curriculum based on well-developed collaborative planning and practices that contribute to positive outcomes for learners.

Next steps

For sustained improvement and future learner success, development priorities are:

  • to continue to build capability in internal evaluation and use the outcomes at the board, leadership and school level to fully inform current and future decision making

  • to use student data to know about the amount and sufficiency of progress all students are making over time.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in three years.

Dr Lesley Paterson

Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

16 January 2018

About the school

Location

Timaru

Ministry of Education profile number

3347

School type

Full primary

School roll

413

Gender composition

Female 54% Male 46%

Ethnic composition

Pākehā 79%
Māori 5%
Asian 8%
Other 8%

Provision of Māori medium education

No

Review team on site

November 2017

Date of this report

16 January 2018

Most recent ERO reports

Education Review: July 2014
Education Review: June 2009

Gleniti School - 11/07/2014

Findings

Students receive a good quality education. A high number of students achieve at or above National Standards in literacy and mathematics. They are well supported with their learning. Students benefit from a wide range of learning opportunities across all subject areas. School leaders and trustees have the knowledge and skills to continue to sustain what is working well and to make further improvements.

ERO is likely to carry out the next review in three years.

1 Context

What are the important features of this school that have an impact on student learning?

Most students stay at the school for all of their primary Years 1 to 8 education. An increasing number of students come from other cultures, including several international students.

The school has carried out a comprehensive survey to gauge parent satisfaction. This shows that parents are very positive about the school, especially their relationship with teachers. They consistently comment that their children enjoy coming to school. Many parents help in the school in a variety of ways.

The board is in the process of upgrading the classrooms to better support modern approaches to teaching and learning. One block is completed. The school is well resourced. Students make frequent use of their large, attractively presented library and multi-purpose hall.

Since the 2009 ERO review, the school has a new principal and a new leader in the senior school. The board has made good progress in addressing the recommendations of the last ERO report.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Leaders and teachers make good use of achievement information to support students to progress in their learning. School-wide achievement information shows that levels of student achievement are particularly high in reading and mathematics.

The board receives well-analysed information on student achievement against the National Standards in reading, writing and mathematics. Trustees use this information well when making resourcing decisions. The board also receives useful curriculum reports showing student achievement in other learning areas. This gives trustees a good understanding of the breadth of student learning.

Teachers have significantly lifted student achievement in mathematics. They can show that their strategies and systems have led to accelerated progress. Teachers confidently assess students’ progress and achievement in mathematics.

There are useful school-wide systems in place to identify students who are not making expected progress in literacy and numeracy. Students benefit from extra in-class support and intensive small-group work with a specialist teacher.

The learning support team effectively coordinates a wide range of well-planned programmes to support students needing extra help with their learning. Students with medium and high needs are also very well supported. The learning support team closely monitors student progress and whether or not the learning interventions are effective.

Students have useful opportunities to reflect on their learning and to assess their own work. This is more obvious amongst older students. Student ‘record books’ are regularly shared with parents. These books give parents a good overview of what their child is learning.

Areas for review and development

The principal and senior teachers need to provide teachers with clearer guidelines on making overall teacher judgements against the National Standards in reading, writing and mathematics. Making expectations clearer will strengthen consistency of understanding across the school.

Following professional development in mathematics significant shifts in student achievement were noted. School leaders should inquire more deeply into why this occurred, so they can apply similar effective strategies to other subject areas such as written language.

Senior school leaders and ERO have identified that reports to parents need to be reviewed so that:

  • messages about achievement against the National Standards are clearer
  • reports consistently include next steps for students and describe how parents can support learning at home.

Teachers need to help students to better understand and reflect on their learning goals. Ensuring students have a good understanding of what achievement should look like at their level will help them understand what they are aiming for.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

Teachers provide students with a wide range of learning opportunities across all subject areas. Teachers work well within strongly collaborative teams to plan interesting units of work. Students are well supported by their teachers.

Teachers are skilled at including meaningful literacy and numeracy learning across all subject areas. Students are benefiting from a well-balanced curriculum.

The school's ‘ARCHER’ values are known by students and very evident in the caring, respectful and inclusive way students relate to one another. They know how to work well individually and with their peers. Classrooms are calm, settled and visually attractive.

Students' understanding of the inquiry-learning process for topic studies increases appropriately as they move through the school. Within inquiry topics, students have some choice about what and how they learn and share their work.

Senior students have many opportunities to take on leadership roles and responsibilities.

Areas for review and development

The board, principal and senior leaders have identified that review of the school’s curriculum guidelines is needed. ERO agrees this is an urgent priority.

There is a strong culture within teaching teams. The principal and senior leaders need to develop clear expectations for teaching and learning to further strengthen consistency of practice between teams.

Teachers would benefit from a more structured process to support them to inquire more deeply into the effectiveness of teaching strategies used.

How effectively does the school promote educational success for Māori, as Māori?

The board recognises a need to gain a better understanding of Māori success as Māori in its school’s context. Trustees have set a strategic goal to make better use of the government’s plan for accelerating Māori success and to strengthen tikanga Māori.

School-wide data shows that Māori students are achieving highly against National Standards in reading, writing and mathematics. They are achieving above their school-based peers in literacy and mathematics. Those who are not making expected progress are identified and well supported to improve.

There are some very good examples of how teachers have integrated a Māori dimension into units of work. Students also have opportunities for specific teaching of te reo Māori.

Areas for review and development

Next steps for the principal and staff are to:

  • develop an action plan, in consultation with the Māori community, to support the board’s strategic goal
  • build teachers' understanding of Māori success and Māori within the school’s context
  • provide professional development to increase teachers’ understanding and capability in te reo and tikanga Māori.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

School leaders and trustees have the knowledge and skills to continue to sustain what is working well and to make further improvements. It is important that they work together to address areas for review and development in this report with some degree of urgency.

Since the 2009 ERO review, there have been changes within the board, including a new chairperson. Trustees have sought and benefited from relevant professional development to understand their governance roles.

The principal keeps the board well informed about student achievement and school operations. The board uses this information appropriately when making resourcing decisions.

The principal has worked with the board, staff and an external expert to review the school’s charter. The new charter clearly identifies priorities for the school over the next three years. The principal and board have developed some useful guidelines about how the school will review its practices.

Teachers work collaboratively. They share resources and ideas with each other and work constructively in a number of cross-syndicate groups.

The board has provided the principal with a high quality appraisal process. The principal values the opportunity for external appraisal and has benefited from the useful feedback received.

Areas for review and development

The strategic and annual plans need to more clearly show how the school’s identified priorities will be implemented. The annual plan should specify what will happen, how, and when. This should help ensure that things happen in a timely way.

Some aspects of the teachers’ appraisal system need to improve. Presently, appraisals do not provide critical feedback or next steps for teachers. Best practice is that these become goals in future appraisals.

Senior leaders and trustees need to continue to build their understanding of effective self review. It is especially important that all aspects of teaching and learning, including how well each curriculum area is resourced and taught, are reviewed over time.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. At the time of this review, there were two international students at the school. These students were well supported in their learning.

The school has attested that it complies with all aspects of the Code.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

Conclusion

Students receive a good quality education. A high number of students achieve at or above National Standards in literacy and mathematics. They are well supported with their learning. Students benefit from a wide range of learning opportunities across all subject areas. School leaders and trustees have the knowledge and skills to continue to sustain what is working well and to make further improvements.

ERO is likely to carry out the next review in three years.

Graham Randell

National Manager Review Services Southern Region

11 July 2014

About the School

Location

Timaru

Ministry of Education profile number

3347

School type

Full Primary (Years 1 to 8)

School roll

297

Number of international students

2

Gender composition

Boys 51%; Girls 49%

Ethnic composition

NZ European/Pākehā

Māori

European

Samoan

Other ethnicities

79%

6%

7%

1%

7%

Review team on site

May 2014

Date of this report

11 July 2014

Most recent ERO reports

Education Review

Education Review

Education Review

June 2009

May 2006

October 2001