Glenview School (Porirua East) - 14/11/2017

Summary

Glenview School, in Porirua, has 76 students in Years 1 to 6. Of those students enrolled, 49 are of Pacific heritage and 20 identify as Māori.A large majority of students are English language learners. The school’s MANA values - manaaki, akoga, nature, aiga - arewell-known throughout the school.These valuesfocus on supporting children’s learning and wellbeing.

Since the October 2014 ERO report, Glenview School has had a change in leadership, with the appointment of the principal in 2015. Experienced and recently elected members make up the board of trustees.

Teachers are regularly involved in external professional learning and development to promote positive learner outcomes. The current schoolwide focus is mathematics, with a continued emphasis on literacy.

The school is part of the Porirua East Community of Learning|Kāhui Ako.

How well is the school achieving equitable outcomes for all children?

The school needs and continues to strengthen its response to those children whose learning and achievement need acceleration. Since the previous ERO review, data shows a positive trajectory of improvement in achievement in relation to National Standards, particularly for Māori children.

Data for 2016, indicated that many learners achieved at and above in relation to National Standards in reading, writing and mathematics. The school continues to focus on raising Pacific students’ achievement in mathematics. Disparity between girls and boys in mathematics fluctuates over time.To increase equitable student outcomes, the school needs to sharpen the focus on accelerating learning for those children who are at risk of underachieving.

Student wellbeing and pastoral care are key areas of focus for trustees, leaders and teachers. This includes support for families and whānau.

The school agrees to:

  • continue to improve the consistency of targeted planning schoolwide to accelerate progress for learners

  • more regularly monitor targeted planning, improved teaching, and learners’ progress

  • discuss the school’s progress with ERO.

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

Equity and excellence

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

The school needs and continues to strengthen its response to those children whose learning and achievement need acceleration.

School achievement data for 2016, showed thatin relation to National Standards, Māori learners achieve at higher levels than their peers in the school in reading and mathematics and are comparable in writing.

In reading, three quarters of children achieve at or above in relation to National Standards. Twothirds of learners achieve in writing, with slightly fewer students achieving in mathematics.

The school has yet to have Pacific children achieving as well as their school peers in reading and mathematics.

Teachers know students well and use assessment tools to identify, respond to and monitor individual learning needs.The school recognises the need to strengthen moderation practices, in particular, in reading and mathematics and to work with other schools.

Children with additional learning needs are well identified and appropriately supported. External agencies are accessed when required.

School conditions supporting equity and excellence

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

High expectations for positive behaviour and culturally responsive and inclusive learning environments contribute to purposeful learning for all students. Student engagement is supported by well promoted school values and positive, respectful relationships between children and with adults.The uniqueness of each child is valued.

Children are well supported to participate positively and contribute to school life.They enjoy a sense of belonging and connection to the school and community.Meaningful learning experiences align to students’ culture, identity and language and are enhanced by community involvement.

Leaders and teachers work effectively with families, whānau and external agencies to enable student needs to be identified and addressed.Families, whānau and the community are welcomed and involved in school activities. The school seeks whānau voice in supporting the setting of the school’s strategic direction.

Leaders and teachers work collaboratively and they are improvement focused. The board receives a range of information about student achievement to inform decision making about resourcing.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

Trustees, leaders and teachers have a clear focus on improving student wellbeing.To sustain focus on student learning, trustees should continue to build knowledge of their stewardship role through ongoing professional learning and development.

Leaders and teachers continue to develop clear expectations for teaching practice and assessment as part of the ongoing curriculum review. The school should consider evaluating the effectiveness of practice and progress against their Māori and Pacific Action Plans. Further development ofteacher capability, through a sharpened focus on acceleration, should contribute to improved student outcomes.

Systematicinternal evaluation requires development to more effectively and formally measure the impact and effectiveness of teaching programmes, initiatives and resourcing on student outcomes.

To promote equity and excellence, ERO’s external evaluation affirms trustees’ and leaders’ ongoing developments in:

  • strengthening the curriculum, to support effective teaching practice and assessment for improved achievement of those children at risk of not achieving
  • strengthening the appraisal process, including teacher inquiry to build teacher capability
  • reporting to the board about the accelerated progress and achievement of those students whose learning is at risk.

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.

Going forward

How well placed is the school to accelerate the achievement of all children who need it

The school has capacity and capability to accelerate learning for all children. Leaders and teachersknow the learners whose progress and achievement need to be accelerated. For sustained improvement and future learner success they need to:

  • further develop, implement and evaluate approaches to effectively meet the needs of each learner

  • further improve the school conditions that support the acceleration of learners’ progress and achievement

  • continue to build teacher capability to accelerate learners’ progress and achievement.

The school agrees to:

  • continue to improve the consistency of targeted planning schoolwide to accelerate progress for learners

  • more regularly monitor targeted planning, improved teaching, and learners’ progress

  • discuss the school’s progress with ERO.

In agreement with the school, ERO will provide an internal evaluation workshop.

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

14 November 2017

About the school

Location

Porirua

Ministry of Education profile number

2847

School type

Contributing (Years 1 to 6)

School roll

76

Gender composition

Male 41, Female 35

Ethnic composition

Māori 20
Tokelauan 21
Samoan 21
Other Pacific 7
Other ethnic groups 7

Provision of Māori medium education

No

Review team on site

September 2017

Date of this report

14 November 2017

Most recent ERO report(s)

Education Review, October 2014
Education Review, April 2011
Education Review, February 2008