Glen Taylor School - 04/03/2020

School Context

Glen Taylor School caters for a diverse school community and has a role of approximately 260 students in Years 1 to 8. Thirty percent of the school’s roll identify as Māori and 45 percent have Pacific heritage.

The board’s overarching vision for the school is for students to achieve, be confident and enjoy learning (ACE). It aims to achieve this through the values of fun/pārekareka, integrity/manawanui, respect/whakaute, and excellence/panekiretanga (FIRE).

The school’s strategic goals include maximising student achievement and wellbeing, providing a student-centred inquiry curriculum, and embed the Manaiakalani community of learning principles of learn, create, share.

Since the 2016 ERO review, the school has employed a new deputy principal, developed a new leadership team and employed many new staff.

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

  • academic achievement and accelerated progress
  • progress in relation to the strategic goals.

The school is part of the Maniakalani Community of Learning |Kāhui Ako (CoL).

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 has more work to do to achieve equitable and excellent outcomes for all its students. A large majority of students are achieving at or above school expectations in reading and writing and a small majority in mathematics.

Parity between Pacific and non-Pacific students in mathematics has been sustained over the past two years. Overall, Pacific students are outperforming non-Pacific students in writing. However, low levels of achievement continue for some groups of Pacific students in reading and writing.

There is continuing wide disparity between Māori and non-Māori students in reading, writing and mathematics. Some gender disparity remains in reading and wider gender disparity in writing and mathematics.

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

School reported information suggests that some targeted and priority students are making accelerated progress. The school is yet to fully analyse and report on accelerated learning for all priority students for the 2019 year.

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’s vision and values guide a focus on enhancing equity for all students. The school’s responsive curriculum design provides students with greater choice, input into, and understanding of their own learning. Many consistent teaching and learning practices are being embedded. Effective fundraising is increasing opportunities for all students to participate in rich learning experiences.

The board’s strategic goals are focused on raising student achievement towards excellence. Teachers participate in relevant professional learning and development (PLD) that is aligned to the strategic goals and facilitated both internally and externally. The principal is committed to personal PLD to enhance his role in leading teacher practice to enable equity and excellence. Middle managers are well supported to build their capacity to develop teacher practice. Regular appraisal processes further increase teachers’ professional capability in improving outcomes for students and accelerating their learning.

The board and teachers are building educationally powerful connections with parents that support students’ wellbeing and self-efficacy. Staff use a variety of ways to gather parent and student perspectives and aspirations to inform curriculum design. Parents are able to access information and communicate with senior leaders digitally, and in person, to enhance positive relationships. Information gathered is shared with the board to guide future strategic planning.

Leaders and staff meet with whānau Māori and Pacific parents through annual hui and fono. There are also opportunities for parents to share their perspectives and to have input into what their children are learning. This is supporting a greater emphasis on equity. Senior leaders and the board should consider further ways to consult with whānau Māori.

The board and leaders have a strong focus on reducing barriers to students’ learning and increasing students’ wellbeing and sense of belonging. Leaders track and monitor student outcomes. Teachers would benefit from relevant PLD in analysing and using results of student outcomes to further accelerate student learning.

An effective framework guides internal evaluation processes. Trustees use an evidence-based approach to monitor outcomes of board decision making. Leaders reflect on the success of new initiatives and make responsive changes as needed.

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

The board would benefit from:

  • further training to enhance trustees’ governance capabilities
  • investigating and implementing further effective ways to consult with whānau Māori and other community members
  • knowing the progress and achievement of students from different Pacific nations.

Teachers should continue to increase their data analysis capability. This knowledge could then be used purposefully to inform planning to support individual student progress and achievement toward equity and excellence in the school.

Internal evaluation could be more useful with a greater focus on the effectiveness of decisions in relation to outcomes for students. Documentation of evaluation processes would also be useful.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

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

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.

5 Going forward

Key strengths of the school

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

  • vision and values that underpin the culture of the school
  • adaptive and responsive governance and leadership, with a commitment to increasing student achievement and wellbeing
  • positive partnerships with the school’s Pacific community and relationships with external agencies
  • strategic PLD designed to build the capability of teachers and middle managers.

Next steps

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

  • strengthening partnerships with whānau Māori
  • consolidating teacher learning from PLD to improve teaching practice and support better outcomes for students
  • improving internal evaluation and data analysis
  • further governance training for the board of trustees.

Areas for improved compliance practice

To improve current practice, the board of trustees should improve processes for identifying and monitoring potential outdoor hazards, including:

  • ensuring safe fall under playground equipment always meets requirements
  • covering the sandpit overnight with an appropriate cover
  • repairing broken concrete pathways.

Since the November review the safe fall hazard has been addressed.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

4 March 2020

About the school


Glendowie, Auckland

Ministry of Education profile number


School type

Full Primary (Year 1-8)

School roll


Gender composition

Girls 51%

Boys 49%

Ethnic composition

Māori 30%

NZ European/Pākehā 8%

Tongan 18%

Samoan 14%

Cook Island Māori 11%

South East Asian 8%

other ethnic groups 11%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

December 2019

Date of this report

4 March 2020

Most recent ERO report(s)

Education Review June 2016

Education Review May 2013

Education Review September 2010