Glenholme School

We maintain a regular review programme to evaluate and report on the education and care of young people in schools.

We are in the process of shifting from event-based external reviews to supporting each school in a process of continuous improvement.

There may be delays between reviews for some schools and kura due to Covid-19 and while we transition to our new way of reviewing.

Read more about our new processes and why we changed the way we review schools and kura.

Find out which schools have upcoming reviews.

School Context

Glenholme School is situated in central Rotorua and provides education for students in Years 1 to 6. The current roll is 389, including 46 percent of students who identify as Māori. There is increasing cultural diversity in the student population.

The schools vision is to provide tamariki with the skills, will and thrill to become assessment capable learners. The school’s purpose is to cause learning and serve each learner, creating curious tamariki who think and relate well to others. The school has strategic goals about:

  • progress and achievement in relation the New Zealand Curriculum learning progressions
  • Māori and Pacific learners’ achievement, participation and contribution
  • students with special needs participation, contribution and achievement.

Reading and writing achievement targets for 2018 have been set for each year level. The school has a number of programmes and interventions designed to meet the needs of students with additional learning needs. These programmes are funded by the board of trustees and supported by the local iwi education endowment fund.

Since ERO’s last review in December 2014 the school has continued to experience substantial roll growth. The Ministry of Education has initiated an enrolment scheme from the beginning of 2018. This year a significant number of new teachers have been employed. There have also been changes to the leadership structure enabling a greater focus on leadership of learning across the school.

The school is part of the Rotorua Central Community of Learning|Kāhui Ako. The principal of this school is the lead principal for the Kāhui Ako.

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

  • reading, writing and mathematics
  • students with additional learning needs. 

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 strengthening its approach to achieving equitable outcomes for all its students. Its achievement data 2015 to 2017 shows consistent patterns of achievement in reading, writing and mathematics for the majority of students. There is disparity in achievement levels for Māori learners in these areas. This data shows that girls and boys achieve at comparable levels in reading and mathematics. However there is significant disparity for boys in writing. In 2017 the majority of Māori and Pacific students achieved at expected levels in reading, writing and mathematics.

Data collated in 2017 by the special education needs coordinator (SENCO) shows all students with additional learning needs who participated in a range of specialised programmes made accelerated progress in reading, writing and mathematics.

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

The school is accelerating the progress of most identified at risk learners. School data in 2017 shows that the majority of Māori students made accelerated progress in writing and mathematics. In reading just under half of Māori students made accelerated progress. This information also shows that the majority of other at risk students made accelerated progress in reading, writing and mathematics.

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?

Leaders have high expectations for teaching and learning. They, along with trustees, have taken a strategic approach to building teachers’ capability in making the learning visible in classrooms. Support for teachers and collaborative approaches are resulting in a shared language of learning between teachers and students. A strong professional learning culture focused on raising student achievement is very evident.

There are robust assessment practices in place. Assessment information is well used to inform teacher planning and reflections, professional sharing in relation to team priorities, and reporting to parents and the board. School leaders and trustees have a shared understanding of the importance of using data to make evidence-based decisions. These practices contribute to equitable opportunities for learners and school improvement.

The school effectively prioritises productive partnerships for learning. There are well-established processes in place for the school to engage in reciprocal relationships with local iwi, school whānau and the wider community. There are many opportunities for parents and whānau to be involved in the school and to understand and support their children’s learning.

Curriculum design is responsive to learners’ needs and interests. There is strong emphasis on literacy and mathematics. Teachers are reflective practitioners who use a range of intentional strategies. Formative assessment, and a shared language of learning, where students can clearly articulate their progress and next steps are consistent across the school. Students with additional learning needs are well supported in classroom programmes and specialist interventions. All students benefit from a curriculum that is rich in local context and contributes to a sense of place that affirms Māori identity, language and culture. The curriculum contributes to all students’ engagement, wellbeing and sense of belonging.

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

The school’s approach to targeting and monitoring the achievement and progress of at-risk learners needs refining. The board and leaders now need to develop school-wide achievement targets that more specifically include all students identified at risk in their learning, and regularly report on how effectively their progress is being accelerated throughout the year.

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:

  • the strategic approach that strives for equitable and excellent outcomes for all students
  • robust school-wide assessment practices that result in quality data
  • the responsive and highly engaging curriculum that supports student wellbeing and belonging
  • productive partnerships for learning that support whānau and children in their learning.

Next steps

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

  • refining school targets and implement targeted plans to address disparity in achievement for Māori and boys.

ERO’s next external evaluation process and timing

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

Lynda Pura-Watson
Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

19 March 2018

About the school 

Location

Rotorua

Ministry of Education profile number

1724

School type

Contributing Primary (Years 1 to 6)

School roll

389

Gender composition

Girls                       51%
Boys                      49% 

Ethnic composition

Māori                    47%
Pākehā                   33%
Asian                     12%
Pacific                     7%
Other                      1%

Provision of Māori medium education

No

Review team on site

February 2018

Date of this report

19 March 2018

Most recent ERO report(s)

Education Review December 2014
Education Review October 2011
Education Review August 2008

Findings

Glenholme School offers students a wide range of learning opportunities. Students enjoy a safe and inclusive environment for learning in well-resourced and suitable facilities. The school curriculum promotes student progress and celebrates their achievements. Relationships among students, parents and whānau and teachers are positive and mutually respectful.

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?

Students at Glenholme School enjoy a safe and inclusive environment for learning in well-maintained buildings and grounds. The school’s values of 'Pride, Respect, Responsibility and Honesty' are well embedded, and interactions among students and teachers are positive and mutually respectful. Student achievements and successes are recognised and celebrated.

Parents and whānau are involved in school sporting and cultural events, and classroom programmes. Their ideas and views are sought and valued through a wide range of consultation processes.

The principal as professional leader effectively promotes a clear vision for teaching and learning, which is focused on a 21st century education for all students. Since the 2011 ERO review the senior leadership team has been restructured and several new teachers have been appointed. Team leaders work closely with the principal to provide school-wide professional leadership for staff.

All current trustees are new to their roles and were elected in 2013. The new chairperson and other trustees bring a wide range of skills to their position and are supportive of current school initiatives. Significant long-term developments to property and grounds include a new early childhood education service which is being established in the school grounds, and is scheduled to open in 2015.

The school is situated in a central suburb of Rotorua city and provides education for students in Years 1 to 6. In 2014 the school has experienced significant roll increase. The school roll at the time of this ERO review was 356 students, of which 52% are of Māori descent. Most Māori students whakapapa to te iwi o Ngāti Whakaue, who continue to provide educational support for students.

The school has a positive reporting history with ERO. Good progress has been made in response to the recommendations from the 2011 ERO report.

2 Learning

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

Students are highly engaged in a wide range of learning activities. They have a good understanding of their achievements and are confidently learning to be independent. Most students are aware of what they need to learn and how they can achieve success. Students use teacher feedback to progress their knowledge and understanding of what to do. School leaders have identified that further strengthening students’ knowledge about their own learning progressions and assessments should improve students’ independence as self-managing learners.

The school makes good use of student achievement information to make positive changes to learners’ engagement, progress and learning. School strategic goals are determined using analysed data and there is a close alignment between these goals, decisions about teacher professional learning, and staff performance management processes.

School leaders are focused on raising achievement for all students. They work collaboratively to collate and analyse achievement information in reading, writing and mathematics and use the data to identify groups of learners who need additional assistance. As a result trustees are able to make appropriate resourcing decisions to support student learning.

The school’s 2013 achievement data indicates that most students are at and above National Standards in reading and mathematics. In writing student achievement is slightly lower. Students who are not at expected levels are provided with appropriate interventions. Some of these students make accelerated progress towards National Standards. The school has identified that, as a group, Māori boys are not achieving as well as their non-Māori peers. These students are included in learning support initiatives. The school is tracking towards the Ministry of Education goal of 85% for all students achieving at and above National Standards by 2017.

Teachers gather achievement information using a range of nationally referenced tests. They use this information, along with their observations of student learning, to make judgements in relation to National Standards. Teachers group students for instruction and closely monitor their progress. They effectively describe student’s progress and provide students who are having difficulty with learning programmes that extend their learning. School self-review processes indicate that teachers need to reflect on how they evaluate the effectiveness of the teaching strategies they use in relation to student learning outcomes.

There are processes in place to keep parents and whānau well informed about levels of student achievement and progress. Parents and whānau are welcomed in the school to discuss their child’s progress and achievement levels. They are invited to attend scheduled interviews with teachers. Parents and whānau are able to keep up-to-date with classroom learning through samples of student learning on the school web site. Teachers and senior leaders are highly visible in the school and approachable to parents and whānau for discussions about their children’s wellbeing and success needs.

3 Curriculum

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

Students experience a curriculum that promotes and supports their learning. It offers them appropriate choices and supports their learning pathways. Students’ interests and the local environment are a significant part of the school’s curriculum. Frequent reviews ensure that the curriculum is relevant and that a wide range of opportunities and experiences are available for students to choose from.

The following features of the school’s curriculum promote and support student learning and engagement:

  • effective integration of computer and information technologies in classrooms programmes has a positive influence on teaching strategies and student learning
  • an appropriate priority on literacy and mathematics education and how it can be integrated into learning themes that are relevant and meaningful for students and whānau
  • classroom environments effectively reflect student’s learning and achievement
  • high levels of teacher professional knowledge and dedication to their roles
  • strong emphasis on promoting the key competencies, and principles of The New Zealand Curriculum is evident in school practices and documentation.

There are clear and agreed expectations for teaching and learning in the school. The principal promotes the development of learning and teaching practice to enhance the school’s curriculum. Strategic professional learning and development for teachers is well implemented. It aligns teachers' specific requirements to students learning and engagement.

Senior leader’s model good practice and work closely with teachers to maintain student engagement and learning. Classroom environments are settled, well organised and supportive of students learning.

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

The school promotes success for Māori as Māori. Whānau who shared their views with ERO were highly supportive of the school and the opportunities for their children to learn as Māori. They explained that whakawhanaungatanga (welcoming and nurturing environment) is evident throughout the school. They expressed that they feel confident to approach the school with ideas to support their tamariki. The school is in the process of considering the Ministry of Education document Tātaiako to further develop teacher practice to be culturally responsive towards the needs of Māori students.

There are many opportunities for students to take part in kapa haka, noho marae and te reo Māori programmes. The school has recognised that it would be beneficial for team leaders to review and strengthen the programme to ensure that it builds on student's prior knowledge of Te Ao Māori. This should include a school-wide framework that recognises student's competencies as they progress through the school.

The strategic appointment of a number of Māori teachers in the school is providing positive role models for Māori students.

The school enjoys a strong partnership with Ngāti Whakaue and their support of a range of initiatives is a significant part of the school’s curriculum. Te iwi o Ngāti Whakaue is able to influence and support a clear definition for Māori success as Māori within the school.

4 Sustainable Performance

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

Aspects of school organisation, management, teaching and learning that were identified in the 2011 ERO report have improved. As a result the school is well placed to sustain and improve its performance. These aspects are:

  • enthusiastic and knowledgeable trustees who provide sound governance
  • a principal who has a clear vision for school development and supports wider education across the community
  • collaborative leadership opportunities for teachers and students
  • rigorous and comprehensive appraisal processes that are focused on school improvement
  • the establishment of positive partnerships with parents and whānau
  • teachers sharing their professional learning to improve their practice
  • a well-embedded process for reviewing school programmes and initiatives against student learning outcomes
  • good community support and involvement in the school curriculum.

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

Glenholme School offers students a wide range of learning opportunities. Students enjoy a safe and inclusive environment for learning in well-resourced and suitable facilities. The school curriculum promotes student progress and celebrates their achievements. Relationships among students, parents and whānau and teachers are positive and mutually respectful.

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

Dale Bailey

National Manager Review Services Northern Region

12 December 2014

About the School

Location

Rotorua

Ministry of Education profile number

1724

School type

Contributing (Years 1 to 6)

School roll

356

Gender composition

Boys 52% Girls 48%

Ethnic composition

Māori

NZ European/Pākehā

Cook Island Māori

Fijian

Indian

Korean

Samoan

Other

Other Asian

South East Asian

52%

29%

3%

3%

3%

3%

3%

2%

1%

1%

Review team on site

October 2014

Date of this report

12 December 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2011

August 2008

February 2004