Gleniti School - 16/01/2018

School Context

Gleniti School is a Years 1 to 8 school in Timaru with a roll of 413 children. The number of students has increased significantly since the 2014 ERO review and includes students from a range of cultural backgrounds.

The school’s vision and valued outcomes for students are embodied in a whole-child ‘weGleniti’ approach and underpinned by its ARCHER values (Achieve, Responsible, Caring, Honest, Effort and Respect) and the Gleniti touchstones - whānau, aroha ki te ako and kaitiakitanga. These values are integrated into all aspects of the school culture and curriculum and drive the strategic direction of the school.

The school’s aims and goals focus on raising children’s achievement in mathematics, developing the levels of te reo and tikanga Māori within the school, and supporting students in the development of their social skills and wellbeing.

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

  • achievement in reading, writing and mathematics in relation to the National Standards

  • outcomes for children with additional learning needs

  • outcomes related to children’s wellbeing.

The school is part of the North Timaru Kāhui Ako | Community of Learning.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is effectively achieving positive outcomes for most learners.

Over the last three years school achievement information shows there has been a consistent pattern of good levels of achievement in relation to the National Standards for reading, writing and mathematics. Most students achieved at or above the National Standards in these areas over this time period. Māori student achievement is high, particularly in mathematics. In 2016 girls achieved better than other groups in reading and writing. Consistent levels of achievement are maintained from Year 1 through to Year 8.

There are positive outcomes for almost all children in relation to their wellbeing. Children report feeling safe and welcome at Gleniti School.

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The school provides a variety of support programmes for those Māori and other students whose learning and achievement need acceleration. The school did not have sufficient outcome information to enable ERO to comment on the effectiveness of these initiatives to lift achievement for students whose learning needs to accelerate.

2 School conditions for equity and excellence

2.1 What school processes and practices are effective in enabling achievement of equity and excellence?

The school is committed to working together with the parents, children and staff, and managing the school environment to achieve a positive, healthy school culture which ensures quality learning and growth occur.

Children learn in a collaborative, inclusive learning environment, underpinned by the school’s ARCHER and touchstone values. Children understand the school values well and these are reflected in their inclusive and respectful relationships. School leaders and teachers acknowledge and celebrate a wide range of student learning and personal achievements.

Students’ learning and development benefit from flexible programmes and routines that best meet the needs of students. A broad, well-designed curriculum offers children rich opportunities for learning. Extensive, collaborative teacher-team planning and composite classes assist the school to meet the needs of its children. Robust systems and practices support all children, including those with additional learning needs.

Teachers and teacher aides are valued and well supported by the school leadership.There is a coherence of approach between class teachers and support teachers in planning and supporting students’ learning and relationships with students. Teachers collect a wide range of useful information and know the learning needs of individual students. There is a structured framework to identify and then assist priority learners, including English Language Learners (ELL).

There is strong professional leadership at all levels of the school. The board is actively involved in its governance role and serves the school by ensuring resourcing that supports positive outcomes for students. School leaders provide regular reports to the board about school programmes and student achievement. Reports from learning teams to the board show how teams and class teachers are responding to identified learning and wellbeing needs of students.

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

School leaders have many processes and practices that contribute to equity and excellence but need to gain a deeper knowledge, awareness and coherent understanding of how well these processes and practices are working together towards improving student outcomes.

School leaders need to use the learning information already collected to know about the amount of progress made in relation to the charter targets, the impact on learning of support programmes, and to ensure all students are making sufficient progress.

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 Practice2016 established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review there were six international students attending the school.

International students and their families are welcomed, well supported and included in the community at Gleniti School. Students are involved and integrated into all school activities. Students are well provided for academically and pastorally and are regularly surveyed about their experiences at the school. International students are supported by classroom teachers and teacher aides who have undertaken ELL training. Robust school systems ensure that international student achievement is monitored effectively.

Actions for compliance

ERO identified non-compliance in relation to Section 60B Education Act 1989, adopting a statement on the delivery of the health curriculum at least once in every two years.

In order to address this, the board of trustees must consult with parents and whānau every two years about the health curriculum.

4 Going forward

Key strengths of the school

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

  • a whole-child approach to achievement, with the learner at the centre

  • teachers, leaders and trustees having a relentless focus on lifting the levels of achievement for all students

  • a broad, cohesive and responsive curriculum based on well-developed collaborative planning and practices that contribute to positive outcomes for learners.

Next steps

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

  • to continue to build capability in internal evaluation and use the outcomes at the board, leadership and school level to fully inform current and future decision making

  • to use student data to know about the amount and sufficiency of progress all students are making over time.

ERO’s next external evaluation process and timing

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

Dr Lesley Paterson

Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

16 January 2018

About the school



Ministry of Education profile number


School type

Full primary

School roll


Gender composition

Female 54% Male 46%

Ethnic composition

Pākehā 79%
Māori 5%
Asian 8%
Other 8%

Provision of Māori medium education


Review team on site

November 2017

Date of this report

16 January 2018

Most recent ERO reports

Education Review: July 2014
Education Review: June 2009