Glenfield Intermediate - 29/05/2018

School Context

Glenfield Intermediate is on Auckland’s North Shore. There are currently 272 students enrolled at the school. The roll includes 17 percent Māori, 29 percent Pākehā, 17 percent Filipino, 10 percent of Pacific heritage and smaller groups of children from a wide variety of other ethnic backgrounds.

Students learn in mixed year level groups across the school. The school’s vision is that all students, staff and the wider school community are inspired, challenged and empowered through their journey at Glenfield Intermediate. Values of Respect - Maruwehi, Responsibility - Noho Haepapa, Resilience - Aumangea, Relationships - Whanaungatanga underpin the school wide approach to fostering positive behaviour for learning.

The school charter and strategic plan identify goals to promote student’s learning and the school’s vision for learners. Priority areas include:

  • accelerating student progress and achievement
  • developing a curriculum that enriches learning opportunities and promotes engagement
  • maintaining a strong partnership between the school and families, which focuses on learners’ wellbeing and personal success.

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

  • progress and achievement in reading, writing and mathematics

  • analysis of the progress and achievement of target and priority students

  • outcomes for learners with additional learning needs

  • outcomes related to student wellbeing.

School wide professional learning initiatives have focused on lifting student achievement in mathematics, and increasing the use of culturally responsive assessment practices. The visible learning initiative has been a significant focus during 2017 and 2018.

Since the 2015 ERO evaluation the board has successfully managed a period of leadership change. A new principal was appointed in 2016, alongside other new appointments to the leadership team.

An effective board succession process has ensured continuity of stewardship from a board that includes experienced and new trustees.

Glenfield Intermediate is a member of the Kaipātiki Kāhui Ako|Community of Learning made up of nine local school and three early learning services.

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 is effective in achieving equitable outcomes for its student. The school’s achievement information shows most students achieve in reading, and the majority achieve well in writing and mathematics. These achievement trends are consistent over time.

Previously there have been fluctuating numbers of Māori and Pacific students. However, close monitoring of all Māori and Pacific learners is evident at class, senior and leadership levels. The school’s 2017 data show significant improvement in the progress and achievement of Māori students, and some improvement for Pacific students. Senior leaders agree it is important to keep the focus on what makes the biggest difference for parity for these groups of students.

Students achieve well in relation to other valued outcomes. Students:

  • develop independence and confidence as learners
  • show a sense of pride in their learning community
  • respond to high expectations for good citizenship
  • are accepting of individual cultural identity.

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

School achievement information shows that many students make accelerated rates of progress by the time they leave Glenfield Intermediate. Each teacher has learning target groups in reading, writing and mathematics, and develops relevant plans to accelerate the rate of progress for these groups.

Recently contributing to equity and excellence is the increased emphasis on promoting bicultural practices and valuing tikanga Māori. Initiatives include opportunities for Māori and Pacific students to strengthen and extend their language, culture and identity in the school. The employment of a kaiako Māori is increasing opportunities for all students to learn about and participate in te reo programmes, and deepen their understandings of tikanga Māori.

Teachers are well supported to identify stages and patterns of progress of English language learners. They plan appropriately for students’ language learning needs. Students experience good rates of progress and success through inclusive class programmes, the provision of specialist teaching programmes and the support of external agencies.

Students with additional learning needs and abilities are very well supported through well considered programmes and interventions. They participate in learning opportunities that provide appropriate challenge and support. These include good use of external agencies and specialist programmes.

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?

Highly effective complementary leadership has a deliberate focus on equity and excellence through a cohesive and strategic approach. The principal is effectively building a culture of positive relationships. Increased collaboration at every level of the school community to support a shared school vision and direction is evident.

The school curriculum is integrated, and clearly focused on effective teaching and learning. School leaders and teachers provide students with very good assessment frameworks in reading, writing and mathematics. Teachers use assessment well to develop and plan for programmes that support differentiated learning. Students use assessment well and know where they are achieving, and what they need to do next in their own learning. Explicit use of data based evidence is shared with students and supports further building educational relationships with parents, whānau and board members.

Respectful learning relationships between students and teachers provide learners with a sense of wellbeing, and valuing of their cultural and individual identities. Purposeful learning activities closely align to students’ individual learning needs.

Effective transition practices support student wellbeing. Strong connections with the Kaipātiki Kāhui Ako has a positive influence on students transitioning in and out of Glenfield Intermediate. Parents who spoke to ERO affirm the common language of learning between schools and within the school enhancing their children’s transition points and learning.

The school’s internal evaluation is systematic and coherent at every level. Students, teachers, leaders, board and community participate in evaluation activities that contribute to changes in thinking and actions for ongoing improvement. Strategic professional development and robust appraisal systems foster teachers’ collective professional capability.

Positive practices identified in the 2015 ERO report have been sustained and refined to improve outcomes for all learners. Recent changes that are contributing to greater equity and excellence for students include:

  • reviewing documents to provide increased clarity, cohesion and alignment to the school’s renewed strategic direction
  • increasing student agency in assessment capability
  • growing a collaborative professional culture within the school
  • streamlining policies and procedures and aligning these to current effective practice.

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

Enhancing adaptive school wide practices that further promote student agency across all areas of the curriculum would help the school continue to work toward equity and excellence.

School leaders agree that strategic prioritising and embedding of successful initiatives that respond to learners needs, could increase equitable outcomes for students.

The school’s goal to further develop educationally powerful relationships with parents, whānau and the community aligns well with the Kaipātiki Kāhui Ako priorities. Leaders are exploring additional ways of doing this with the school’s diverse ethnic communities.

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 Vulnerable Children Act 2014.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016. The school has attested that it complies with all aspects of the Code.

Six international students were enrolled at the time of the ERO review.

The school provides international students with effective systems that support education, and pastoral care. Students benefit from the school’s inclusive culture, and opportunities to participate in a wide range of school activities.

4 Going forward

Key strengths of the school

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

  • strategic leadership that collaboratively develops and pursues the school’s vision, goals and targets

  • positive school culture that enables students to be confident and independent learners

  • effective use of assessment information to support equitable outcomes for all groups of students

  • close Kāhui Ako connections that support effective professional practices, and student transitions and learning pathways

  • use of internal evaluation practices that support improvement and innovation.

Next steps

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

  • enhancing school wide practices that continue to further promote student agency across all areas of the curriculum

  • continuing to explore ways of connecting with the school’s diverse ethnic communities

  • embedding successful initiatives schoolwide to show positive equitable outcomes over time.

ERO’s next external evaluation process and timing

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

Julie Foley 

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

29 May 2018

About the school


Glenfield, Auckland

Ministry of Education profile number


School type

Intermediate (Years 7 to 8)

School roll


Gender composition

Girls 52% Boys 48%

Ethnic composition

Middle Eastern
other European


Provision of Māori medium education


Review team on site

March 2018

Date of this report

29 May 2018

Most recent ERO report(s)

Education Review
Education Review
Education Review

June 2015
December 2010
August 2007