Glenview School (Porirua East) - 14/10/2014

Findings

Classes are settled with students on task and engaged in their learning. Relationships are positive and respectful. The language, culture and identity of Māori and Pacific students are recognised, valued and supported. School leaders understand the importance of continuing to develop the use of achievement information for informing planning to foster positive student outcomes.

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?

Glenview School is a small school in Porirua East that caters for students in Years 1 to 6. The roll of 79 students includes 18 who are Māori, 23 Tokelauan and 18 Samoan. Staff members are representative of these cultural groups and provide role models for students.

The school’s vision is: “Active learners, leaders, guardians of the world. Ngā akonga manawanui, ngā rangitira ā ngā kaitiaki o te ao”.

These elements are reflected in the curriculum and commitment to the EnviroSchool philosophy. The semi-rural setting provides spacious grounds for students' physical development and community garden projects.

The April 2011 ERO report indicated the need for continued development of self review to determine curriculum effectiveness for raising achievement. Since then a new board has been elected. Teachers have participated in professional learning and development (PLD) for teaching and learning in literacy.

The school provides an inclusive, welcoming environment for students and their families. Student attendance is high.

2 Learning

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

The school is developing its processes for using student achievement information more effectively to promote engagement and learning.

Teachers use an appropriate range of nationally referenced assessment tools to gather baseline data on students. This is used to inform class placements, group for instruction and identify students in need of additional support.

School leaders use data to set schoolwide achievement targets and report to the board on trends, patterns, initiatives and programmes. The board responds by planning resourcing and staffing. Enhancing the analysis and use of student achievement information to more clearly identify trends and patterns should help with setting more specific, measurable targets.

A high proportion of students have English as a second language. These students are suitably supported in their learning by a teacher and teacher-aide who have had specialist training.

Families and whānau are well informed about student achievement through regular reports and three-way student, family and teacher conferences.

The school reports that the majority of students are achieving at or above in relation to the relevant National Standard in reading. Students do not achieve as well in writing and mathematics. These areas of continuing focus have been supported by externally facilitated teacher PLD. Māori learners achieve at levels comparable with other students in the school. Teachers are working to enhance the consistency and reliability of moderation processes and judgements against the National Standards.

School leaders recognise the importance of continuing to focus on developing teachers' use of student achievement information. Ongoing PLD to support the improved use of classroom data is needed. This should enhance the analysis and use of achievement information for tracking progress and measuring the impact of programmes and initiatives.

3 Curriculum

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

Student engagement and learning is well promoted by the school’s curriculum.

Clear documentation effectively guides teachers' integration of values, key competencies and learning areas in programme design. Relevant local contexts are used. Literacy and numeracy strategies are evident across all learning areas. The MANA (Manaaki-Akoga-Nature-Aiga) values reflect the cultural make-up of the school. These values reinforce expectation for behaviour and learning and are strongly promoted. There is an appropriate focus on increasing the use of digital technology to support student engagement and learning.

The curriculum provides many opportunities for students to participate and celebrate success in a wide range of academic, sporting, cultural and leadership activities.

Classes are settled. Students are on task and engaged in their learning. Relationships among students and teachers are positive and respectful. There is a productive working atmosphere across the school.

Teachers are highly reflective and regularly inquire into ways to improve their practice. Extensive, detailed observational notes support their inquiry. As part of this cycle, building in a consistent data-based analysis of the outcomes for students should strengthen the process.

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

The language, culture and identity of Māori students is recognised, valued and supported. Regular engagement and consultation with families and whānau have informed the development of strategic charter goals for Māori student success.

Teachers and leaders have used the Ministry of Education document Tātaiako: Cultural Competencies for Teachers of Māori Learners to help develop their MASAM (Māori achieving success as Māori) framework for culturally responsive practices. This document provides clear guidelines for teachers to grow their capability to meet the aims and aspirations of students and whānau.

How effectively does the school promote educational success for Pacific students?

Pacific students’ cultures and languages are strongly supported throughout the school curriculum. Families are warmly welcomed in the school and encouraged to be fully involved with their child’s learning. Programmes such as Reading Together have been well attended by many families with positive outcomes for students.

Teachers and leaders have used the Ministry of Education Pacific Education Plan to help develop their PASAP (Pasifika achieving success as Pasifika) framework for improving student achievement and developing culturally responsive practices.

4 Sustainable Performance

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

The school is developing its capacity to sustain and improve its performance.

The board of trustees were all newly elected in 2013. They are undertaking appropriate training and access support when needed. After a recent period of unsettledness, a new chairperson was elected. Trustees are reviewing their policies and practices and developing their understanding of roles and responsibilities. They are well informed about student achievement and school operation.

The principal and teachers work collaboratively. Leadership is shared and teachers are encouraged to initiate and contribute to programmes, plans or ongoing development. Teacher appraisal processes are being reviewed. Bringing all the parts under one framework should enhance its effectiveness in guiding and supporting teacher development.

Parents, whānau and aiga are actively involved in the school. There is a growing partnership between school and home, focused on student engagement, learning and progress.

Board and staff are improvement focused. Leaders and teachers regularly review what they have done. The quality and usefulness of this reflection should be improved by the use of data and achievement information to measure the impact on student achievement. ERO, leaders and trustees agree that measuring the effectiveness of initiatives and programmes is likely to enhance decision-making and support planning.

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

Classes are settled with students on task and engaged in their learning. Relationships are positive and respectful. The language, culture and identity of Māori and Pacific students are recognised, valued and supported. School leaders understand the importance of continuing to develop the use of achievement information for informing planning to foster positive student outcomes.

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

Joyce Gebbie

National Manager Review Services Central Region

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About the School

Location

Porirua

Ministry of Education profile number

2847

School type

Contributing Primary (Years 1 to 6)

School roll

79

Gender composition

Female 42, Male 37

Ethnic composition

Tokelauan

Māori

Samoan

Asian

Other Pacific

Other ethnic groups

23

18

18

9

7

4

Review team on site

August 2014

Date of this report

14 October 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

April 2011

February 2008

May 2005