Greenmeadows School - 26/09/2018

School Context

Greenmeadows School caters for 480 students in Years 1 to 6 in Napier. Since the September 2015 ERO report, significant roll growth has occurred. Māori students now make up 22% of students.

The school vision is ‘Ma te ako te tipu ka taea’, ‘Through learning we grow and achieve’. The three key values are: ‘excellence- be the best they can be, respect for self and others; and perseverance’. The key strategic school priorities are: raising student achievement, creating an enabling environment for students and having an engaged community.

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

  • mid-year and end of year achievement information in reading, writing and mathematics

  • a range of learning support and teacher aide programmes, including those using external agency expertise.

An experienced and stable school leadership team welcomed a new deputy principal in Term 2, 2018. Most staff are long serving. Two trustees provide continuity with many trustees elected since 2016.

Staff have participated in professional learning and development in te reo me ngā tikanga Māori for culturally responsive practices, investigative play for junior students, growth coaching, leadership, reading, mathematics and e-learning.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

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

The school is continuing to strengthen systems and processes to improve equity and excellence in student outcomes by reducing disparity for boys and Māori learners.

Most students meet expectations in reading and mathematics, with a large majority achieving well in writing. Girls generally achieve better than boys.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

School systems focused on accelerating Māori and other students who need this, is strengthening. Mid-year 2018 data for targeted learners in reading, indicates some Māori students are making accelerated gains.

The progress of students involved in specific intervention and learning support programmes is carefully monitored and evaluated for their positive impact on each learner.

2 School conditions for equity and excellence – processes and practices

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

School systems and processes to support more effective and equitable learning have improved. Staff proactively identify, monitor and reflect on target students’ progress, particularly in reading. This provides the focus for teachers’ formal inquiry into their practice. An aligned coaching approach helps teachers to reflect on how well strategies are working for targeted students.

Professional leadership focuses on maximising learning for students and staff within a supportive environment. There are high expectations for teaching and learning. Sound staff support systems encourage ongoing growth in teaching practices. The special education needs coordinator (SENCO) provides cohesive and active support for learners and staff.

Some new approaches are beginning to enrich the school curriculum. Recent professional development in te reo me ngā tikanga Māori is improving schoolwide understandings and practices. This includes building on local Māori history and knowledge. Māori learners are provided with opportunities to celebrate their identity, culture and language.

In response to the changing needs of younger students, teachers are increasing the flexibility of the junior curriculum. The use of investigative play to increase engagement is being carefully monitored and implemented.

Collaborative practices within syndicates proactively meet student interests and needs. Staff share information, strategies and good practices. Consistent structures support students to make choice, self-manage and work independently. Students are increasing their use of assessment information to identify their next steps, particularly in writing.

Positive and respectful relationships between students and with staff support student’s confidence to take risks and pride in being a member of the school community. Students value the wide range of learning opportunities such as music, sports and leadership roles.

School stewardship is firmly focused on enabling students to have equitable opportunities to learn across the breadth of the curriculum. Trustees regularly scrutinise data for evidence of the positive impact of school strategic goals and targets. They are very well-informed about the impact of special programmes. Regular reviews of policy, procedure and practices support sound school operation.

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

The principal, staff and board developed a draft curriculum statement to facilitate planned community consultation. This includes developing a graduate profile, students’ ownership of their learning, culturally responsive practices and e-learning. It is timely to proceed with this key development.

As teachers continue to strengthen their inquiry into their target students, they should deepen the analysis and evaluation of the effectiveness of their strategies. Developing school guidelines for teacher appraisal, teaching as inquiry and the role of coaching should assist with this.

More regular reporting to the board on the ongoing progress of targeted students should enable trustees to know how well this focus contributes to increased equity and excellence in student outcomes.

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.

4 Going forward

Key strengths of the school

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

  • high quality professional leadership, teaching and governance that focuses on improving learning opportunities and student outcomes

  • knowing each student well and catering to their learning needs and interests, particularly for those involved in special support programmes

  • developing systems that identify, track and monitor the progress of students who need additional assistance to achieve well.

Next steps

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

  • continuing to grow a culturally responsive curriculum that enables students to lead more of their learning, including use of e-learning

  • strengthening teacher analysis of assessment information and evaluation to support improved learner outcomes as part of the appraisal process, teaching as inquiry and coaching model.

ERO’s next external evaluation process and timing

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

Alan Wynyard

Director Review & Improvement Services

Te Tai Pokapū - Central Region

26 September 2018

About the school

Location

Napier

Ministry of Education profile number

2567

School type

Contributing (Years 1 to 6)

School roll

480

Gender composition

Female 56%, Male 44%

Ethnic composition

Māori 22%
Pākehā 70%
Other ethnic groups 8%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

August 2018

Date of this report

26 September 2018

Most recent ERO report(s)

Education Review September 2015
Education Review October 2012
Education Review July 2009