Glen Innes School - 30/06/2020

Findings

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

1 Background and Context

What is the background and context for this school’s review?

Glen Innes School in Auckland is a full primary school that provides education for children in Years 1 to 8. Approximately 24 percent of children identify as Māori and just over 70 percent are of Pacific heritage.

ERO’s 2018 report identified areas of schoolwide systems and practices that required improvement. This resulted in a longitudinal review of the school by ERO. A longitudinal review is designed to ensure schools are supported to progressively address the recommendations, and aspects of performance identified as requiring improvement in the ERO report.

The school received support from the Ministry of Education (MoE) including a Student Achievement Function (SAF) practitioner. There have been significant improvements to leadership, assessment systems and practices, the quality of teaching and learning, and internal evaluation.

Evidence collected through the longitudinal review has been used to evaluate the progress the school has made. The findings are outlined in the following sections of this report.

A major government housing initiative has impacted on the school roll over the last few years. The Ministry of Education (MoE) is planning an extensive property development in readiness for a significant roll increase.

The school is a member of the Manaiakalani Community of Learning | Kāhui Ako.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

Glen Innes School has been involved in a review with ERO to support school progress and development. ERO established the following priorities for the review:

  • developing robust assessment systems, processes and practices
  • strengthening internal evaluation capability and capacity
  • building leadership capability to sustain and embed changes.

Progress

The board, principal and senior leaders have made very good progress across all the improvement priorities identified in the 2018 ERO report.

Developing robust assessment systems, processes and practices

Leaders and teachers have benefitted from external professional development to increase their understanding of effective assessment for learning. Teachers use appropriate assessment tools to evaluate students’ progress and achievement and develop next learning steps. More robust moderation processes, internally and externally, have increased the accuracy and consistency of teachers’ assessment judgements.

Teachers are using effective strategies to support children to make accelerated progress in literacy and mathematics. Schoolwide achievement data show significant gains in literacy and mathematics since 2017. The 2019 achievement information show that most children are achieving at national curriculum expectations in literacy and the majority in mathematics. The data also show many children made accelerated progress.

Strengthening internal evaluation capability and capacity

Internal evaluation capability is continuing to improve. School achievement information is well analysed, understood and used by leaders, teachers and trustees. Teachers collaborate well, and good systems and processes allow teachers to inquire into and share effective teaching practices.

Evaluation information is being used increasingly well for generating solutions and decision making about how to most effectively improve outcomes for all children. Leaders and teachers continue to be more evaluative practitioners. Good examples of this include evaluating the suitability of assessment tools and their purposes and evaluating the impact of new initiatives to accelerate the progress of children.

Building leadership capability to sustain and embed changes

The board, leaders and teachers are committed to ensuring the best outcomes for children. A new distributed leadership structure is impacting positively on the school’s ‘big picture whole school’ approach to ensure an orderly and supportive environment conducive to staff and student learning. Leadership PLD has been successful in developing middle leaders. The school recognises the benefit in continuing to evaluate and build the capability of school leaders to promote and sustain school improvements.

Leaders have increased the capability of staff to collectively contribute to achieving the school’s goals and improving outcomes for all children. Leaders have made worthwhile strategic resourcing decisions to support new teachers to the school. Senior leadership succession plans have been developed. These include further embedding distributed leadership and ensuring the school responds well to change including property redevelopment, teaching and the learning, and the wellbeing of children.

Key next steps

The board, school leaders and teachers should continue to:

  • embed and sustain effective assessment systems and practices

  • develop acceleration strategies to increase parity for all students, particularly Māori students in literacy and mathematics

  • evaluate the impact of new initiatives for lifting and sustaining accelerated progress, and schoolwide improvements

  • engage in externally facilitated professional learning to grow leaders’ capability and capacity to lead change for equity and excellence.

3 Sustainable performance and self review

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

The school is well placed to sustain and continue to improve its performance. An effective leadership team and more coherent school systems, processes and practices support a school culture that is focused on children’s learning and wellbeing. Leaders and teachers are continuing to build their capability to sustain and improve children’s progress and achievement. Sustainable planning and self review processes are being used to evaluate school improvement and assist the board, leaders and teachers to respond effectively to future emerging issues.

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
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

Conclusion

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

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

30 June 2020

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.