Glen Eden Intermediate

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Education institution number:
1284
School type:
Intermediate
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
507
Telephone:
Address:

Kaurilands Road, Titirangi, Auckland

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Findings

Students at Glen Eden Intermediate are highly engaged in learning and appreciate the broad range of learning opportunities they have to grow personally and academically. Leaders and teachers work in partnership with students and their families to support personal growth and excellence.

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?

Glen Eden Intermediate School provides a welcoming environment for its culturally diverse student roll. The school’s values of respect, responsibility and excellence are well embedded in school life and create a sense of connectedness and belonging for students, staff and the wider community.

Classes are organised into four mini-schools, Karekare, Muriwai, Piha, and Te Henga. In each mini-school there are up to 250 students, and eight to nine teachers work collaboratively to promote student learning. The school environment provides young learners with high quality facilities such as open, connected learning spaces, a gymnasium, swimming pool, and an auditorium. In addition, the specialist classroom complex includes a science laboratory, international student rooms and all-weather courts. These facilities reflect the value the board places on engaging young people in learning.

The school offers a wide range of learning and co-curricular opportunities to meet the varied interests and learning needs of individuals and groups of students. It features a warm and inclusive school climate in which students can feel valued. The school’s promotion of and response to students’ wellbeing is extensive.

The school has a positive ERO reporting history and has benefitted from committed, innovative leaders and teachers. Since ERO’s 2011 review the school has experienced changes in the senior leadership team. A new principal and deputy principal were appointed in the last nine months.

The school belongs to the Kotuitui Community of Learning which has a number of local schools working together to improve educational opportunity for students in the West Auckland area.

The school's vision and values are currently being reviewed and revised in consultation with students, staff and the wider school community, to set a new future direction and developments for the school.

2 Learning

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

The school makes good use of achievement information to promote the progress and achievement of learners. Information about student achievement is collated and analysed by year level, gender and ethnicity and is regularly reported to the board of trustees. In 2016, school leaders and teachers are developing more robust processes to scrutinise year level data and identify students who are at risk of poor educational outcomes. Once identified, the progress of these students is closely monitored. Learners requiring additional support are well catered for through purposefully designed alternative learning programmes.

School achievement information shows that overall a good proportion of students are achieving well in relation to National Standards in reading, writing and mathematics. The 2015 National Standards data indicates that the majority of students achieved at or above standard in reading and mathematics. Overall National Standards information indicates that Māori and Pacific students achieve well in reading. By the end of Year 8 many students achieved well in reading and mathematics.

School leaders and trustees acknowledge the need to accelerate the progress of some individuals and groups of students, particularly groups of Māori and Pacific students. Teachers are increasingly involved in, and responsible for, raising the achievement levels of targeted students in their classrooms.

The principal and senior leaders have implemented a range of new initiatives focused on improving outcomes for students. These initiatives include:

  • strengthening assessment systems and processes
  • exploring ways to gather longitudinal data to identify student progress and achievement more clearly over two years
  • refining reports to parents in relation to National Standards
  • deepening 'teaching as inquiry' approaches to further develop teacher knowledge and professional expertise.

Students are becoming increasingly involved in guiding and monitoring their own learning. Teachers use a range of strategies to encourage students’ understanding and ownership of their learning goals, progress and achievement. Extending these good practices to further develop student ownership of learning is an area of ongoing development in the school.

3 Curriculum

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

Students experience a rich curriculum offering many additional educational opportunities and learning activities. They participate in musical performances, multiple sporting events, outdoor education excursions and cultural activities. Students show high levels of interest and enthusiasm for their learning. They are developing many useful learning competencies and capabilities.

Students report that they value the personalised learning approach offered through tailored programmes in response to their learning needs. They enjoy the meaningful choices to work at their own pace, independently and collaboratively. A feature of the curriculum is the provision of specialist programmes in design technology, drama, visual art, music, food and nutrition, video production and soft and hard materials technology.

Increased use of digital learning is extending the curriculum. The school has a well managed and planned approach to students bringing their own electronic devices. These developments are increasing students’ understanding of learning and strengthening learning partnerships with parents and whānau.

Teachers work in professional learning groups (PLG) to further develop individual capability and collective capacity for curriculum development and improvement. Each PLG is now aligned to a school strategic goal. School leaders work constructively with teachers, building on teacher strengths and encouraging the sharing of good practices. Distributed leadership, and collegial and collaborative approaches are all focused on helping to ensure that students receive high quality programmes.

Māori and Pacific families who spoke with ERO value the support from the Māori and Pacific PLG. They appreciate the opportunity to meet as a group to discuss their aspirations for their children and build stronger educational partnerships with the school. The establishment of the homework centre, Ignite, is a clear example of the school’s willingness to respond to Māori and Pacific families. The school could now work with them to develop Māori and Pacific Education Plans to provide a more coordinated approach to raising success for Māori and Pacific children. These plans could specify achievement targets for all Māori and Pacific students needing to make accelerated progress with an emphasis on the strategies teachers can use to accelerate progress.

Leaders and teachers are currently reviewing the school curriculum. Positive developments include developing a more integrated curriculum to support student inquiry across learning areas in order to encourage exploration and connections. To support this development school leaders and teachers could strengthen evaluative inquiry to build capability and innovation. This approach could include curriculum leaders reporting more specifically about the impact of curriculum initiatives on student outcomes to the board.

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

Glen Eden Intermediate promotes educational success for Māori as Māori effectively. Sixteen percent of the students identify as Māori. There are many factors promoting Māori student success. These include:

  • establishing the PLG to promote strategies for raising Māori achievement
  • strengthening bicultural partnerships with whānau through regular whānau hui
  • increasing te reo Māori me ngā tikanga in the school curriculum.

The school ethos of learning together in a supportive, respectful environment is helping Māori students to engage in learning and to achieve positive outcomes. Māori students express very positive attitudes about school and learning and are well represented in leadership roles. They take pride in the recognition and acknowledgement of Māori values and tikanga and proudly take lead roles in pōwhiri. The strong focus on successful kapa haka offers increased opportunities for Māori students to celebrate and enhance their language, culture and identity.

Māori students value the opportunities to learn te reo Māori. Evaluating the effectiveness of this programme could provide useful information to help senior leaders ensure that the learning of students with high levels of competency in te reo Māori, is extended.

Trustees and school leaders are committed to promoting Māori student potential. They acknowledge that further exploring the school’s bicultural practices is a next step to further promote success for Māori, as Māori. The New Zealand School Trustee Association’s resource Hautū could be a useful self-review tool for leaders and trustees to guide this development.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance. Trustees, school leaders and staff have high expectations for all children to experience success and celebrate excellence. Children benefit from a settled and positive school tone. They are confident and highly motivated.

The board comprises new and experienced trustees. They bring professional expertise to their stewardship role and are highly supportive of the senior leaders and staff. The experienced principal has a clear vision for school improvement and development. She is actively seeking the perspectives of staff, students and families as part of the development of the new school vision, values and strategic direction. She is working collaboratively with others to provoke thinking and inquiry to lead positive change.

School leaders are capable, motivated and collaborative. They lead a wide range of knowledgeable, talented teachers who are willing to accept leadership roles. School leaders recognise that a key next step is to consolidate and apply new learning from the multiple professional development initiatives to build a shared understanding of excellence across the school.

Trustees and leaders are continuing to strengthen planning to sustain improvement and innovation. Developments should include extending internal evaluation processes that are coordinated, manageable and evaluative, to guide the implementation of strategic planning for the new school direction.

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

At the time of the review there were 21 international students attending the school. These students receive a high standard of education. They are successfully transitioned into the school and are well supported to succeed in their studies. International students receive effective care and support, and are well integrated into school life and its extra-curricular activities. The school’s provision for international students is reviewed and reported to the board of trustees. To improve existing practice, the board could ensure that it is better informed about the progress and achievement of international students.

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 at Glen Eden Intermediate are highly engaged in learning and appreciate the broad range of learning opportunities they have to grow personally and academically. Leaders and teachers work in partnership with students and their families to support personal growth and excellence.

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

Graham Randell

Deputy Chief Review Officer Northern

11 November 2016

About the School

Location

Titirangi, Auckland

Ministry of Education profile number

1284

School type

Intermediate (Years 7 to 8)

School roll

995

Number of international students

21

Gender composition

Boys 55% Girls 45%

Ethnic composition

Māori

Pākehā

Samoan

Asian

Indian

other Pacific

other

16%

53%

6%

5%

5%

5%

10%

Review team on site

August 2016

Date of this report

11 November 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2011

October 2008

September 2005

1 Context

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

Glen Eden Intermediate is a large school in west Auckland that caters for Year 7 and 8 students. The school celebrates its 50th anniversary this year. Students come from a diverse range of local communities and contributing schools. A strong focus on middle school philosophy and the needs of emerging adolescents underpins the learning environment.

Students are confident, capable learners and proud of their school. The school culture is inclusive and the school vision and values underpin the way the school operates. Previous ERO reports have commended the school for the caring, respectful relationships evident amongst students and between students and staff. The school continues to foster these relationships and provides high quality learning opportunities for students.

A significant development since the 2008 ERO review has been re-structuring the school into four mini schools. Each mini school has an independent learning class that provides extended learning opportunities for students.

2 Learning

How well are students learning – engaging, progressing and achieving?

Students at Glen Eden Intermediate are learning, progressing and achieving well. Students engage and enjoy success in a wide range of learning experiences.

School achievement information shows that majority of students achieve well in reading, and make good gains in mathematics and writing. School leaders and teachers make very good use of achievement information to identify underachieving groups of students and provide appropriate programmes to support student learning. Teachers continue to develop their understanding of the use of assessment to inform their teaching and its impact on student achievement.

Students with a diverse range of learning, emotional and behavioural needs are well catered for in the Akoranga Centre (Progressive Learning Centre). The teaching team reports to the board on the impact of the programmes and the progress made by students. Some students make significant progress. This is especially true of those on the reading support programme.

Good quality teaching is evident throughout the school. There are also examples of high quality practice. Teachers are continuing to develop their use of effective strategies to promote student engagement. The board ensures classrooms and school facilities are well resourced to promote student learning and engagement.

School leaders are developing effective processes to support the implementation of the National Standards. An extensive review of assessment and reporting processes has led to the development of useful tools to assess achievement. These include learning progressions in reading, writing and mathematics. Students have an active role in their learning and are becoming increasingly confident to talk about their learning, levels of achievement, and their next learning steps.

Parents receive useful information about students’ progress, learning goals and how they can help at home. School leaders have made changes in response to parent feedback about their child’s reports.

How well does the school promote Māori student success and success as Māori?

The school roll includes 163 students, or 16% of the total roll, who identify as Māori. Achievement information shows that Māori students achieve well in reading. About half of all Māori students achieve at expected levels in writing and numeracy. Achievement information is regularly shared with parents at whānau hui. The hui also provide useful forums for consultation to support ongoing developments.

Improving educational outcomes for Māori students is a school priority. Initiatives introduced to promote Māori student learning and engagement include mentoring for boys and a homework group. All students learn te reo Māori. An external provider has supported teachers to build their confidence in using te reo.

3 Curriculum

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

Glen Eden Intermediate School’s curriculum promotes student learning and engagement very effectively. Students are offered a broad curriculum that focuses on key learning areas. These are complemented by a wide range of specialisation, performing and visual arts, education outside the classroom and sports. Students enjoy learning and take advantage of leadership opportunities. Their success is celebrated.

Curriculum design priorities include:

  • a strategic focus on middle schooling philosophy and emerging adolescents
  • promoting the school values and key competencies from The New Zealand Curriculum as part of the school’s culture
  • teaching thinking and inquiry skills that help students seek out and use a variety of information sources
  • leaders of information communication and technologies (ICT), with the support of the board, developing a comprehensive action plan to promote more effective use of ICT by students and staff.

Senior leaders and the board acknowledge the value of defining what it means for students to succeed as Māori and Pacific. They could use current Ministry of Education resources to develop shared understandings with the board, whānau/fanau and students and promote these findings through the school’s curriculum.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance. Successive ERO reports have found that effective professional leadership, focused on continuous improvement, has contributed to the positive culture of the school. The board, leadership team, staff and parents continue to work in collaborative ways to improve outcomes for students.

High quality leadership and management practices are evident. The experienced principal has established a leadership team that is strategic, collaborative and consultative. A distributive approachto leadership provides teachers with opportunities to share and develop their strengths.

Leadership practices are research-based and support school development. The board and staff are committed to professional learning. A recently introduced mentoring programme for staff includes graduated support for teachers, based on school priorities, reflection, self improvement and professional development.

The board’s strategic planning is well informed by thoughtful self review. Trustees consult widely and seek direction from staff, students, parents and whānau. They are responsive to the feedback they receive. ERO endorses the board’s self-review processes that help to identify relevant priorities for improvement, and develop appropriate plans or strategies.

Provision for international students

The school provides well for the pastoral care and education of its international students. Students are successfully integrated into the school community and become involved in many aspects of the school’s broad curriculum. Good systems are in place for monitoring students’ welfare and progress. Students are at the school for two or more terms. Some stay for the two years of intermediate school.

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 16 international students attending the school.

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

ERO’s investigations confirmed that the school’s self-review process for international students is thorough.

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
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in four-to-five years.

Richard Thornton

National Manager Review Services

Northern Region

18 November 2011

About the School

Location

Glen Eden, Auckland

Ministry of Education profile number

1284

School type

Intermediate (Years 7 to 8)

Decile

8

School roll

1039

Number of international students

13

Gender composition

Boys 52%

Girls 48%

Ethnic composition

NZ European/Pākehā

Māori

Indian

Samoan

Asian

Chinese

Cook Island Maōri

other

54%

16%

14%

5%

2%

2%

2%

5%

Review team on site

September 2011

Date of this report

18 November 2011

Most recent ERO report(s)

Education Review

Education Review

Accountability Review

October 2008

September 2005

March 2002