Enner Glynn School

Enner Glynn School - 01/08/2019

School Context

Enner Glynn School, located in Nelson, caters for students from Years 1 to 6. At the time of this review the roll was 343 students, with 10% identifying as Māori.

The overarching vision is ‘amazing people, inspiring place, active learning and awesome future’.

The 2019 charter focuses on building leadership, developing teaching, improving learning and connecting communities. The annual plan goals align with the Kāhui Ako focus on reducing disparity in literacy and mathematics through the implementation of Accelerated Literacy Learning and Accelerated Learning in Mathematics. There is also an emphasis on attendance, retention, engagement and achievement.

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

  • achievement in reading, writing and mathematics
  • attendance
  • engagement.

Since the September 2015 ERO report, the board, leadership and staff have remained stable. Significant building developments were in progress at the time of ERO’s review.

Professional development focuses strongly on ‘relationships-based learning’, collaborative practices and coaching.

The school is a member of the Te Tumu Herenga Tangata Stoke - Tahunanui Kāhui Ako I Community of Learners.

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?

School achievement data for 2018 shows that most students achieved at or above school-defined curriculum expectations in reading, writing and mathematics. Māori student achievement is similar to their peers in mathematics with almost all achieving at or above in writing. In reading Māori student achievement is lower than that of other students. Girls do not achieve as highly as boys in mathematics.

Students with additional learning needs are well supported to meet their goals through appropriately developed Individual Education Plans.

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

The school is effective in accelerating learning for the large majority of students, including Māori, who need this in reading and writing.

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?

The school culture strongly supports students’ wellbeing and learning. Relationships between leaders and teachers are based on trust, integrity, openness, and transparent sharing of knowledge to improve student outcomes. Positive, respectful relationships are evident between teachers and learners. Classrooms are settled and students are well engaged in their learning. There are opportunities for students to direct their own learning. They participate and learn in a caring and inclusive environment. This promotes increasingly positive outcomes for learning and wellbeing.

The principal leads a highly collaborative, strongly improvement-focused leadership team promoting positive outcomes for students’ learning and wellbeing. Well-considered professional learning supported by external providers aligns meaningfully to the strategic priorities.

The leadership team is deliberately establishing and strengthening systems, practices and processes to improve equity and excellence of outcomes for all children.

Teachers are highly reflective. They are supported to work collaboratively and challenged to continually improve their practice through the recently updated appraisal process. This is promoting leadership development and improved teacher capability.

Trustees are committed to the school and well informed about progress against the strategic priorities. 

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

Annual targets require sharpening to identify specific groups of students whose progress needs acceleration and to better evaluate the impact on student outcomes. Leaders agree that cross school moderation should support consistency of assessment judgements.

ERO and leaders agree that strengthening teacher inquiry to focus on developing culturally responsive teaching strategies for Māori learners is an important next step. Consultation with whānau Māori, and improved use of Tātaiako: Cultural competencies for teachers of Māori learners has the potential to support targeted improvements. This should also inform the ongoing review and development of a localised curriculum that provides guidance and expectations for teaching and learning.

Trustees, leaders and teachers should continue to embed systems, processes and practices, in consultation with whānau, to better inform decision making and strategic direction to improve equitable and excellent outcomes for all children.

Internal evaluation is an area for further development in order to enable trustees, leaders and teachers to measure which initiatives and interventions are having the most significant impact on outcomes for children.

3 Other Matters

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

No international students were enrolled at the time of the ERO review.

4 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 Children’s Act 2014.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Enner Glynn School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

6 Going forward

Key strengths of the school

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

  • collaborative leadership that is strongly improvement focused
  • a positive learning culture that effectively supports teachers to develop their practice.

Next steps

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

  • building culturally responsive practice to engage and support Māori students’ success
  • fully documenting the localised curriculum guidelines to inform teacher practice
  • continuing to develop shared understandings of internal evaluation that better enable trustees, leaders and teachers to determine the impact of initiatives and interventions on outcomes for students.

Areas for improved compliance practice

To improve current practice, the board of trustees should:

  • document and report to the board that trial evacuations have occurred at least once every six months.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

1 August 2019

About the school

Location

Nelson

Ministry of Education profile number

3189

School type

Contributing (Years 1 to 6)

School roll

343

Gender composition

Males 52%, Females 48%

Ethnic composition

Māori 10%

NZ European/Pākehā 79%

Other ethnic groups 11%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

June 2019

Date of this report

1 August 2019

Most recent ERO report(s)

Education Review September 2015
Education Review May 2012

Enner Glynn School - 09/09/2015

Findings

Enner Glynn School provides enriching learning experiences for students in a positive and inclusive environment. The principal and teachers effectively work together to meet the interests, needs and abilities of the students. There is an increasing focus on Māori perspectives and culture. The school is well governed and supported by a highly capable board.

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?

Enner Glynn School provides enriching experiences for students from Years 1 to 6.

Strong, caring relationships between students and staff lay a strong foundation for the positive and respectful learning environment. Parents are warmly welcomed into the school and are encouraged to contribute to the programmes when they are able to. The school’s vision of ‘amazing people, inspiring place, active learning and awesome future’ is embedded and promoted through the curriculum.

Students’ learning is well supported by many enriching experiences in and beyond the school environment. The board of trustees provides a range of facilities and resources to enhance learning and teaching. The school continues to be inclusive of all children.

The senior managers have made good progress in addressing the areas for review and development outlined in the 2012 ERO report. Students can confidently talk about and reflect on their learning. Staff have received useful information, from a Māori expert, on strategies that are known to promote success for Māori learners. The board receives regular reports on the impact of learning support on outcomes for students with specific learning needs.

2 Learning

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

The school effectively uses well-analysed student achievement information to plan learning experiences that enrich and enhance students’ engagement, progress and achievement.

Most students achieve well in reading, writing and mathematics. Students who need extra support are quickly identified and well catered for. Teachers plan a range of programmes to support these students. Their progress is effectively monitored at a class and school-wide level. Senior leaders and teachers have placed a strong emphasis on supporting students to improve achievement in writing.

3 Curriculum

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

The school’s curriculum effectively promotes and supports student learning. Senior leaders are taking a well-managed approach to further developing the curriculum. This includes:

  • an appropriate emphasis on students' learning through their prior knowledge and in meaningful contexts
  • the integration of Māori perspectives in the curriculum
  • a strong focus on preparing students for their future.

Teachers work well together as a team. They are reflective and make significant professional decisions that strongly influence the effectiveness of their teaching. They are encouraged to trial new ideas and innovations to enrich student learning.

Senior leaders have used the Ministry of Education documents to support teachers in improving the accuracy of their assessment practices. Well-targeted professional learning and the sharing of effective teaching approaches are features of the school’s focus on ongoing improvement.

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

The principal and teachers are still developing a shared understanding of effective ways to promote educational success for Māori students, as Māori. Students have some good opportunities to hear and use te reo Māori and learn and practice tikanga Māori. The principal is working with the lead teacher to support staff in strengthening their cultural knowledge.

Māori student achievement has been tracking upwards in the last two years. Senior leaders and teachers would greatly enhance their cultural awareness, if they reflected on the positive actions they are taking that have resulted in this upward trend. They also need to develop ways to more regularly consult with Māori whānau.

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.

The principal and senior leadership team provide sound leadership for the staff. They have a future focused approach and make good use of teacher strengths. They have worked with the staff to develop highly effective planning, assessment and evaluation procedures that everyone understands. Teachers and students have good opportunities to take a leadership role.

Trustees have a range of skills and expertise relating to their governance role. They work well with the principal to support ongoing improvements that benefit student achievement and ensure the wellbeing and safety of students and staff.

Key Next Steps

ERO and the board agree that:

  • teachers should report on student progress and achievement in all learning areas of the curriculum
  • senior leaders should work with the staff to complete and embed the school’s full curriculum and associated bicultural, assessment and reporting aspects
  • the board should strengthen its policies and procedures related to the principal’s appraisal

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 has attested that it complies with all aspects of the Code. ERO verified that these processes had been completed annually.

At the time of this review, there were no international students attending the school.

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

Enner Glynn School provides enriching learning experiences for students in a positive and inclusive environment. The principal and teachers effectively work together to meet the interests, needs and abilities of the students. There is an increasing focus on Māori perspectives and culture. The school is well governed and supported by a highly capable board.

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

Chris Rowe

Deputy Chief Review Officer Southern (Acting)

9 September 2015

About the School

Location

Nelson

Ministry of Education profile number

3189

School type

Contributing (Years 1 to 6)

School roll

298

Gender composition

Boys 52%; Girls 48%

Ethnic composition

Pākehā

Māori

Samoan

Other ethnicities

85%

9%

1%

5%

Review team on site

June 2015

Date of this report

9 September 2015

Most recent ERO reports

Education Review

Education Review

Education Review

May 2012

February 2009

October 2002