Glenholme School - 19/03/2018

School Context

Glenholme School is situated in central Rotorua and provides education for students in Years 1 to 6. The current roll is 389, including 46 percent of students who identify as Māori. There is increasing cultural diversity in the student population.

The schools vision is to provide tamariki with the skills, will and thrill to become assessment capable learners. The school’s purpose is to cause learning and serve each learner, creating curious tamariki who think and relate well to others. The school has strategic goals about:

  • progress and achievement in relation the New Zealand Curriculum learning progressions
  • Māori and Pacific learners’ achievement, participation and contribution
  • students with special needs participation, contribution and achievement.

Reading and writing achievement targets for 2018 have been set for each year level. The school has a number of programmes and interventions designed to meet the needs of students with additional learning needs. These programmes are funded by the board of trustees and supported by the local iwi education endowment fund.

Since ERO’s last review in December 2014 the school has continued to experience substantial roll growth. The Ministry of Education has initiated an enrolment scheme from the beginning of 2018. This year a significant number of new teachers have been employed. There have also been changes to the leadership structure enabling a greater focus on leadership of learning across the school.

The school is part of the Rotorua Central Community of Learning|Kāhui Ako. The principal of this school is the lead principal for the Kāhui Ako.

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

  • reading, writing and mathematics
  • students with additional learning needs. 

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 strengthening its approach to achieving equitable outcomes for all its students. Its achievement data 2015 to 2017 shows consistent patterns of achievement in reading, writing and mathematics for the majority of students. There is disparity in achievement levels for Māori learners in these areas. This data shows that girls and boys achieve at comparable levels in reading and mathematics. However there is significant disparity for boys in writing. In 2017 the majority of Māori and Pacific students achieved at expected levels in reading, writing and mathematics.

Data collated in 2017 by the special education needs coordinator (SENCO) shows all students with additional learning needs who participated in a range of specialised programmes made accelerated progress in reading, writing and mathematics.

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

The school is accelerating the progress of most identified at risk learners. School data in 2017 shows that the majority of Māori students made accelerated progress in writing and mathematics. In reading just under half of Māori students made accelerated progress. This information also shows that the majority of other at risk students made accelerated progress in reading, writing and mathematics.

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?

Leaders have high expectations for teaching and learning. They, along with trustees, have taken a strategic approach to building teachers’ capability in making the learning visible in classrooms. Support for teachers and collaborative approaches are resulting in a shared language of learning between teachers and students. A strong professional learning culture focused on raising student achievement is very evident.

There are robust assessment practices in place. Assessment information is well used to inform teacher planning and reflections, professional sharing in relation to team priorities, and reporting to parents and the board. School leaders and trustees have a shared understanding of the importance of using data to make evidence-based decisions. These practices contribute to equitable opportunities for learners and school improvement.

The school effectively prioritises productive partnerships for learning. There are well-established processes in place for the school to engage in reciprocal relationships with local iwi, school whānau and the wider community. There are many opportunities for parents and whānau to be involved in the school and to understand and support their children’s learning.

Curriculum design is responsive to learners’ needs and interests. There is strong emphasis on literacy and mathematics. Teachers are reflective practitioners who use a range of intentional strategies. Formative assessment, and a shared language of learning, where students can clearly articulate their progress and next steps are consistent across the school. Students with additional learning needs are well supported in classroom programmes and specialist interventions. All students benefit from a curriculum that is rich in local context and contributes to a sense of place that affirms Māori identity, language and culture. The curriculum contributes to all students’ engagement, wellbeing and sense of belonging.

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

The school’s approach to targeting and monitoring the achievement and progress of at-risk learners needs refining. The board and leaders now need to develop school-wide achievement targets that more specifically include all students identified at risk in their learning, and regularly report on how effectively their progress is being accelerated throughout the year.

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.

4 Going forward

Key strengths of the school

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

  • the strategic approach that strives for equitable and excellent outcomes for all students
  • robust school-wide assessment practices that result in quality data
  • the responsive and highly engaging curriculum that supports student wellbeing and belonging
  • productive partnerships for learning that support whānau and children in their learning.

Next steps

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

  • refining school targets and implement targeted plans to address disparity in achievement for Māori and boys.

ERO’s next external evaluation process and timing

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

Lynda Pura-Watson
Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

19 March 2018

About the school 

Location

Rotorua

Ministry of Education profile number

1724

School type

Contributing Primary (Years 1 to 6)

School roll

389

Gender composition

Girls                       51%
Boys                      49% 

Ethnic composition

Māori                    47%
Pākehā                   33%
Asian                     12%
Pacific                     7%
Other                      1%

Provision of Māori medium education

No

Review team on site

February 2018

Date of this report

19 March 2018

Most recent ERO report(s)

Education Review December 2014
Education Review October 2011
Education Review August 2008