Glen Eden Intermediate - 18/11/2011

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


Glen Eden, Auckland

Ministry of Education profile number


School type

Intermediate (Years 7 to 8)



School roll


Number of international students


Gender composition

Boys 52%

Girls 48%

Ethnic composition

NZ European/Pākehā






Cook Island Maōri










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