Glen Massey School - 26/06/2015

Findings

Students at Glen Massey School are very engaged in learning and benefit from teachers’ high expectations for behaviour and achievement. A safe and inclusive culture for learning is underpinned by an explicit curriculum and school-wide emphasis on respect and positive relationships. The school has a positive reporting history with ERO.

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 Massey School is situated in the village of Glen Massey, which is nine kilometres west of Ngaruawahia. Of the 105 students on the roll, 36% identify as Māori. The school roll comprises students from the village, surrounding rural district and the town of Ngaruawahia. In the first term of this year, the school celebrated its centenary, which was a significant focus for students’ learning and for the local community.

The school has a positive reporting history with ERO. As noted in the 2012 ERO report, and confirmed by this review, students enjoy success across a wide range of academic, sporting and cultural experiences. Teachers explicitly promote the school’s vision of Learning for Life and the associated values of friendliness, objectivity, respect, loyalty, integrity, fairness and empathy. Stimulating classroom displays celebrate and promote learning. Many effective teaching practices are identified and there are respectful relationships between teachers and students. Trustees, principal and teachers maintain high expectations for learning and behaviour.

Since the 2012 ERO review, a new deputy principal has been appointed. Two permanent staff are currently on leave. Teachers have actively engaged in professional development to enhance teaching and learning in writing, mathematics and e-learning. There has been a school-wide emphasis on developing a learner-focused culture.

Parents appreciate the welcoming school environment and the approachability of the principal and staff. An active parent-teacher association raises funds to support students’ learning. There has been community consultation about e-learning, property decisions, curriculum content and the school’s values. There is strong parent support for school programmes, including education outside the classroom, sports events, and cultural activities.

A safe and inclusive learning environment is underpinned by the curriculum and a school-wide emphasis on respect and positive relationships. Students feel that they have a high level of ownership of their school and benefit from a range of leadership opportunities. Older students support and assist younger students in a variety of contexts. Students are very engaged in learning. A calm and settled tone is evident throughout 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 effective use of achievement information to make positive changes to learners’ engagement, progress and achievement.

The board of trustees uses achievement information to allocate resources that assist in meeting the school’s targets for raising achievement. School managers determine students’ learning needs and identify trends and patterns of achievement over time. Teachers group students for specific instruction according to achievement levels, and monitor progress through the year. They provide meaningful feedback and feed forward to students about their work. Teachers use assessment information to determine learning intentions and explicitly share these with students. Students are beginning to use information to identify their progress and learning goals.

Parents receive detailed written reports about student progress with next steps for learning. They are invited to participate in conferences based on students’ detailed Records of Achievement and Learning books.

Students with identified learning needs, including those requiring extension challenges, benefit from specific support and challenge to assist their learning. In 2014, a targeted group of students who required extra assistance in mathematics, made accelerated progress through the year. Teachers and students ensure that students with diverse needs are included in all school programmes.

The school’s next steps in developing the effective use of achievement information are to:

  • more specifically monitor targeted students to ensure that all students who are at risk of poor educational outcomes continue to make accelerated progress each term
  • further develop existing assessment systems to help students monitor their own progress in relation to National Standards.

3. Curriculum

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

Glen Massey School’s curriculum provides very effective support for student learning. The school’s motto and values along with the key competencies of The New Zealand Curriculum are evident across the curriculum. Very explicit expectations for an emphasis on reading, writing and mathematics are well established. Local contexts are included when appropriate. Recent curriculum developments include an increasing focus on e-learning as a tool for learning and celebrating students’ work and achievement.

Effective teaching includes using very specific planning and teaching practices, meaningful learning contexts, and maintaining educationally stimulating and attractive learning environments.

ERO affirms the school’s plans to further develop its curriculum by including a stronger focus on environmental sustainability and authentic writing contexts, particularly for boys.

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

The school is increasingly effective in using resources within the school and community to promote and support success for Māori as Māori. A school-wide approach to teaching waiata and protocols related to powhiri is led by a knowledgeable community member. Students demonstrate strong ownership of processes for welcoming visitors to the school and feel confident as school leaders. They are proud of their language, culture and identity and many achieve National Standards for their year levels.

Students benefit from a school-wide differentiated approach to teaching and learning te reo and tikanga Māori. Te ao Māori is integrated within the curriculum and students’ learning is enhanced by noho marae and visits to other places of significance. Kaumatua from a local marae share customs, protocols, stories and history with students and teachers. Good use is made of the expertise of local high school students in teaching haka and other protocols. Tuakana/teina relationships are encouraged in a number of ways throughout the school. The school’s whānau group has continued to make formal and informal contributions to discussions about Māori success including values, marae visits, annual targets and te reo learning.

School leaders recognise that there has been good progress in increasing the integration of Māori language and perspectives throughout the school. There is now a need for a planned approach to continuing this development with the use of relevant Ministry of Education resources, such as Ka Hikitia, Tātaiako, and Tau Mai Te Reo. Such a plan would be a sound basis for continuing review involving teachers, students and whānau.

4. Sustainable Performance

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

Glen Massey School is well placed to sustain and improve its performance because:

  • governance continues to be effective. The board is well led by an experienced chairperson and trustees bring complementary skills to their governance roles and responsibilities. They provide strong support for the principal and staff
  • the school’s strategic plan provides clear direction for continuous improvement and is regularly reviewed and revised
  • the principal is the school’s professional leader. He promotes a collegial approach to school development and reflects on best programmes and resources for students and the school. He is well supported by the deputy principal and staff
  • a collegial and professional staff culture is the basis for a collaborative approach to raising student achievement, and ensures that teachers who are new to the school are able to readily understand and implement the school’s explicit expectations for teaching and learning .
  • the staff appraisal system uses the school’s digital environment to good effect and provide opportunities for continuing reflection, sharing good practice, and identifying personal development goals.
  • professional development is provided as needed and has a positive impact on teaching and learning and the consistency of school-wide practice.
  • self review includes regular planned reviews of curriculum, policies, achievement data and the strategic plan.

In continuing to formalise self review policies and procedures, the board and senior leaders should ensure that:

  • annual targets to raise achievement could focus more specifically on smaller, more defined groups of students who are at risk of poor educational outcomes
  • teachers’ inquiries into their professional practices focus on targeted students and are linked to the appraisal process
  • there are increased opportunities for spontaneous digital consultation and communication with parents
  • reviews, including the collation of achievement information, attendance trends and patterns and community consultation, lead to analysis and evaluation with next steps for improvement.

Where appropriate, this information should be shared with the wider school community.

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 Massey School are very engaged in learning and benefit from teachers’ high expectations for behaviour and achievement. A safe and inclusive culture for learning is underpinned by an explicit curriculum and school-wide emphasis on respect and positive relationships. The school has a positive reporting history with ERO.

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

Dale Bailey

Deputy Chief Review Officer Northern

26 June 2015

About the School

Location

Glen Massey, Waikato

Ministry of Education profile number

1723

School type

Full Primary (Years 1 to 8)

School roll

105

Gender composition

Boys 51%

Girls 49%

Ethnic composition

NZ European/Pākehā

Māori

Indian

OtherEuropean

57%

36%

4%

3%

Review team on site

April 2015

Date of this report

26 June 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

April 2012

April 2009

June 2006