Glenholme School - 12/12/2014

Findings

Glenholme School offers students a wide range of learning opportunities. Students enjoy a safe and inclusive environment for learning in well-resourced and suitable facilities. The school curriculum promotes student progress and celebrates their achievements. Relationships among students, parents and whānau and teachers are positive and mutually respectful.

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?

Students at Glenholme School enjoy a safe and inclusive environment for learning in well-maintained buildings and grounds. The school’s values of 'Pride, Respect, Responsibility and Honesty' are well embedded, and interactions among students and teachers are positive and mutually respectful. Student achievements and successes are recognised and celebrated.

Parents and whānau are involved in school sporting and cultural events, and classroom programmes. Their ideas and views are sought and valued through a wide range of consultation processes.

The principal as professional leader effectively promotes a clear vision for teaching and learning, which is focused on a 21st century education for all students. Since the 2011 ERO review the senior leadership team has been restructured and several new teachers have been appointed. Team leaders work closely with the principal to provide school-wide professional leadership for staff.

All current trustees are new to their roles and were elected in 2013. The new chairperson and other trustees bring a wide range of skills to their position and are supportive of current school initiatives. Significant long-term developments to property and grounds include a new early childhood education service which is being established in the school grounds, and is scheduled to open in 2015.

The school is situated in a central suburb of Rotorua city and provides education for students in Years 1 to 6. In 2014 the school has experienced significant roll increase. The school roll at the time of this ERO review was 356 students, of which 52% are of Māori descent. Most Māori students whakapapa to te iwi o Ngāti Whakaue, who continue to provide educational support for students.

The school has a positive reporting history with ERO. Good progress has been made in response to the recommendations from the 2011 ERO report.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Students are highly engaged in a wide range of learning activities. They have a good understanding of their achievements and are confidently learning to be independent. Most students are aware of what they need to learn and how they can achieve success. Students use teacher feedback to progress their knowledge and understanding of what to do. School leaders have identified that further strengthening students’ knowledge about their own learning progressions and assessments should improve students’ independence as self-managing learners.

The school makes good use of student achievement information to make positive changes to learners’ engagement, progress and learning. School strategic goals are determined using analysed data and there is a close alignment between these goals, decisions about teacher professional learning, and staff performance management processes.

School leaders are focused on raising achievement for all students. They work collaboratively to collate and analyse achievement information in reading, writing and mathematics and use the data to identify groups of learners who need additional assistance. As a result trustees are able to make appropriate resourcing decisions to support student learning.

The school’s 2013 achievement data indicates that most students are at and above National Standards in reading and mathematics. In writing student achievement is slightly lower. Students who are not at expected levels are provided with appropriate interventions. Some of these students make accelerated progress towards National Standards. The school has identified that, as a group, Māori boys are not achieving as well as their non-Māori peers. These students are included in learning support initiatives. The school is tracking towards the Ministry of Education goal of 85% for all students achieving at and above National Standards by 2017.

Teachers gather achievement information using a range of nationally referenced tests. They use this information, along with their observations of student learning, to make judgements in relation to National Standards. Teachers group students for instruction and closely monitor their progress. They effectively describe student’s progress and provide students who are having difficulty with learning programmes that extend their learning. School self-review processes indicate that teachers need to reflect on how they evaluate the effectiveness of the teaching strategies they use in relation to student learning outcomes.

There are processes in place to keep parents and whānau well informed about levels of student achievement and progress. Parents and whānau are welcomed in the school to discuss their child’s progress and achievement levels. They are invited to attend scheduled interviews with teachers. Parents and whānau are able to keep up-to-date with classroom learning through samples of student learning on the school web site. Teachers and senior leaders are highly visible in the school and approachable to parents and whānau for discussions about their children’s wellbeing and success needs.

3 Curriculum

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

Students experience a curriculum that promotes and supports their learning. It offers them appropriate choices and supports their learning pathways. Students’ interests and the local environment are a significant part of the school’s curriculum. Frequent reviews ensure that the curriculum is relevant and that a wide range of opportunities and experiences are available for students to choose from.

The following features of the school’s curriculum promote and support student learning and engagement:

  • effective integration of computer and information technologies in classrooms programmes has a positive influence on teaching strategies and student learning
  • an appropriate priority on literacy and mathematics education and how it can be integrated into learning themes that are relevant and meaningful for students and whānau
  • classroom environments effectively reflect student’s learning and achievement
  • high levels of teacher professional knowledge and dedication to their roles
  • strong emphasis on promoting the key competencies, and principles of The New Zealand Curriculum is evident in school practices and documentation.

There are clear and agreed expectations for teaching and learning in the school. The principal promotes the development of learning and teaching practice to enhance the school’s curriculum. Strategic professional learning and development for teachers is well implemented. It aligns teachers' specific requirements to students learning and engagement.

Senior leader’s model good practice and work closely with teachers to maintain student engagement and learning. Classroom environments are settled, well organised and supportive of students learning.

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

The school promotes success for Māori as Māori. Whānau who shared their views with ERO were highly supportive of the school and the opportunities for their children to learn as Māori. They explained that whakawhanaungatanga (welcoming and nurturing environment) is evident throughout the school. They expressed that they feel confident to approach the school with ideas to support their tamariki. The school is in the process of considering the Ministry of Education document Tātaiako to further develop teacher practice to be culturally responsive towards the needs of Māori students.

There are many opportunities for students to take part in kapa haka, noho marae and te reo Māori programmes. The school has recognised that it would be beneficial for team leaders to review and strengthen the programme to ensure that it builds on student's prior knowledge of Te Ao Māori. This should include a school-wide framework that recognises student's competencies as they progress through the school.

The strategic appointment of a number of Māori teachers in the school is providing positive role models for Māori students.

The school enjoys a strong partnership with Ngāti Whakaue and their support of a range of initiatives is a significant part of the school’s curriculum. Te iwi o Ngāti Whakaue is able to influence and support a clear definition for Māori success as Māori within the school.

4 Sustainable Performance

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

Aspects of school organisation, management, teaching and learning that were identified in the 2011 ERO report have improved. As a result the school is well placed to sustain and improve its performance. These aspects are:

  • enthusiastic and knowledgeable trustees who provide sound governance
  • a principal who has a clear vision for school development and supports wider education across the community
  • collaborative leadership opportunities for teachers and students
  • rigorous and comprehensive appraisal processes that are focused on school improvement
  • the establishment of positive partnerships with parents and whānau
  • teachers sharing their professional learning to improve their practice
  • a well-embedded process for reviewing school programmes and initiatives against student learning outcomes
  • good community support and involvement in the school curriculum.

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

Glenholme School offers students a wide range of learning opportunities. Students enjoy a safe and inclusive environment for learning in well-resourced and suitable facilities. The school curriculum promotes student progress and celebrates their achievements. Relationships among students, parents and whānau and teachers are positive and mutually respectful.

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

Dale Bailey

National Manager Review Services Northern Region

12 December 2014

About the School

Location

Rotorua

Ministry of Education profile number

1724

School type

Contributing (Years 1 to 6)

School roll

356

Gender composition

Boys 52% Girls 48%

Ethnic composition

Māori

NZ European/Pākehā

Cook Island Māori

Fijian

Indian

Korean

Samoan

Other

Other Asian

South East Asian

52%

29%

3%

3%

3%

3%

3%

2%

1%

1%

Review team on site

October 2014

Date of this report

12 December 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2011

August 2008

February 2004