Greenmeadows School

Education institution number:
2567
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
435
Telephone:
Address:

29 Osier Road, Greenmeadows, Napier

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Greenmeadows School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 17 months of the Education Review Office and Greenmeadows School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Greenmeadows School is in Napier, Hawke’s Bay. The school has learners from Years 1 to 6. The school’s motto “ma te ako ko tipu ka taea- through learning we grow and achieve” is underpinned by values of respect, perseverance and excellence.

Greenmeadows School’s strategic priorities for improving outcomes for learners are:

  • raising levels of achievement and sustained high achievement 
  • an enabling environment for learning
  • an engaged community.

You can find a copy of the school’s strategic and annual plan on Greenmeadows School’s website.

ERO and the school are working together to evaluate the extent to which effective literacy practices in reading and writing improve and support equitable learning outcomes for all learners, particularly for Māori and learners with diverse needs.

The rationale for selecting this evaluation is: 

  • to improve equitable and excellent outcomes for all learners 
  • to empower learners through strong literacy foundations, so they can access the full curriculum as they transition through their schooling
  • to ensure that professional learning in literacy is translated into tangible and actionable steps that leads to improved outcomes for all learners.

The school expects to see to see improved equity and excellence in progress and achievement for all learners.

Strengths 

The school can draw from the following strengths to support its goal of effective literacy practices in reading and writing improving equitable learning outcomes for all learners: 

  • deliberate about building professional capability and collective capacity to better support improved literacy practices in reading and writing for equitable learner outcomes
  • learners with diverse needs have an inclusive learning climate and high levels of well targeted and managed support
  • student engagement and wellbeing is fostered through positive respectful relationships between students and with teachers.

Where to next?

Moving forward, the school will prioritise: 

  • ensuring consistent teaching expectations align with best practices, research and evidence to promote learner progress and achievement
  • continue to improve in identifying progress and achievement of targeted learners
  • strengthening moderation practices in literacy assessment.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years. 

Shelley Booysen
Director of Schools

22 January 2024 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Greenmeadows School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of November 2022, the Greenmeadows School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Greenmeadows School, School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

22 January 2024 

About the School 

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Greenmeadows School - 26/09/2018

School Context

Greenmeadows School caters for 480 students in Years 1 to 6 in Napier. Since the September 2015 ERO report, significant roll growth has occurred. Māori students now make up 22% of students.

The school vision is ‘Ma te ako te tipu ka taea’, ‘Through learning we grow and achieve’. The three key values are: ‘excellence- be the best they can be, respect for self and others; and perseverance’. The key strategic school priorities are: raising student achievement, creating an enabling environment for students and having an engaged community.

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

  • mid-year and end of year achievement information in reading, writing and mathematics

  • a range of learning support and teacher aide programmes, including those using external agency expertise.

An experienced and stable school leadership team welcomed a new deputy principal in Term 2, 2018. Most staff are long serving. Two trustees provide continuity with many trustees elected since 2016.

Staff have participated in professional learning and development in te reo me ngā tikanga Māori for culturally responsive practices, investigative play for junior students, growth coaching, leadership, reading, mathematics and e-learning.

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 continuing to strengthen systems and processes to improve equity and excellence in student outcomes by reducing disparity for boys and Māori learners.

Most students meet expectations in reading and mathematics, with a large majority achieving well in writing. Girls generally achieve better than boys.

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

School systems focused on accelerating Māori and other students who need this, is strengthening. Mid-year 2018 data for targeted learners in reading, indicates some Māori students are making accelerated gains.

The progress of students involved in specific intervention and learning support programmes is carefully monitored and evaluated for their positive impact on each learner.

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?

School systems and processes to support more effective and equitable learning have improved. Staff proactively identify, monitor and reflect on target students’ progress, particularly in reading. This provides the focus for teachers’ formal inquiry into their practice. An aligned coaching approach helps teachers to reflect on how well strategies are working for targeted students.

Professional leadership focuses on maximising learning for students and staff within a supportive environment. There are high expectations for teaching and learning. Sound staff support systems encourage ongoing growth in teaching practices. The special education needs coordinator (SENCO) provides cohesive and active support for learners and staff.

Some new approaches are beginning to enrich the school curriculum. Recent professional development in te reo me ngā tikanga Māori is improving schoolwide understandings and practices. This includes building on local Māori history and knowledge. Māori learners are provided with opportunities to celebrate their identity, culture and language.

In response to the changing needs of younger students, teachers are increasing the flexibility of the junior curriculum. The use of investigative play to increase engagement is being carefully monitored and implemented.

Collaborative practices within syndicates proactively meet student interests and needs. Staff share information, strategies and good practices. Consistent structures support students to make choice, self-manage and work independently. Students are increasing their use of assessment information to identify their next steps, particularly in writing.

Positive and respectful relationships between students and with staff support student’s confidence to take risks and pride in being a member of the school community. Students value the wide range of learning opportunities such as music, sports and leadership roles.

School stewardship is firmly focused on enabling students to have equitable opportunities to learn across the breadth of the curriculum. Trustees regularly scrutinise data for evidence of the positive impact of school strategic goals and targets. They are very well-informed about the impact of special programmes. Regular reviews of policy, procedure and practices support sound school operation.

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

The principal, staff and board developed a draft curriculum statement to facilitate planned community consultation. This includes developing a graduate profile, students’ ownership of their learning, culturally responsive practices and e-learning. It is timely to proceed with this key development.

As teachers continue to strengthen their inquiry into their target students, they should deepen the analysis and evaluation of the effectiveness of their strategies. Developing school guidelines for teacher appraisal, teaching as inquiry and the role of coaching should assist with this.

More regular reporting to the board on the ongoing progress of targeted students should enable trustees to know how well this focus contributes to increased equity and excellence in student outcomes.

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:

  • high quality professional leadership, teaching and governance that focuses on improving learning opportunities and student outcomes

  • knowing each student well and catering to their learning needs and interests, particularly for those involved in special support programmes

  • developing systems that identify, track and monitor the progress of students who need additional assistance to achieve well.

Next steps

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

  • continuing to grow a culturally responsive curriculum that enables students to lead more of their learning, including use of e-learning

  • strengthening teacher analysis of assessment information and evaluation to support improved learner outcomes as part of the appraisal process, teaching as inquiry and coaching model.

ERO’s next external evaluation process and timing

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

Alan Wynyard

Director Review & Improvement Services

Te Tai Pokapū - Central Region

26 September 2018

About the school

Location

Napier

Ministry of Education profile number

2567

School type

Contributing (Years 1 to 6)

School roll

480

Gender composition

Female 56%, Male 44%

Ethnic composition

Māori 22%
Pākehā 70%
Other ethnic groups 8%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

August 2018

Date of this report

26 September 2018

Most recent ERO report(s)

Education Review September 2015
Education Review October 2012
Education Review July 2009

Greenmeadows School - 17/09/2015

Findings

The school has made good progress in the use of achievement information to make positive changes to students’ achievement. Students experience a broad and responsive curriculum. Developing relationships with whānau is progressing support for Māori students’ success as Māori. The school is well placed to sustain and improve its performance.

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?

Greenmeadows School is a contributing school located in Napier. It has a roll of 449 students, including 11% who identify as Māori. Since the October 2012 ERO report, there has been an increase in the school roll and an enrolment zone has been introduced.

Two new leaders have joined the senior management team since the previous ERO report.

The school’s vision ‘Through Learning We Grow and Achieve - Ma te ako ka tipu ka taea' is supported by a caring and well-resourced environment that supports authentic opportunities for students to learn and achieve.

Students, staff and families have strong connections with the school. Parents, whānau and aiga are seen as important partners in their children’s learning. The inclusive learning community supports students’ wellbeing.

Student success, based the school’s values, is regularly celebrated. Students participate in a diverse range of opportunities within and beyond the classroom. They include leadership, sporting, cultural, arts and community activities.

2 Learning

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

Leaders and teachers have made good progress in developing their capacity to effectively use achievement information to make positive changes to learners’ engagement, progress and achievement.

Information is used to identify students needing additional support and extension. Programmes and interventions assist the learning of individual students and their progress is tracked.

Reported data shows that in 2014 most students achieve at or above National Standards in reading. Fewer students are at or above National Standards in writing and mathematics. Māori and Pacific students’ achievement in writing and reading is lower than their peers, particularly in Years 1 and 2. However, these students make progress during their time at school. Senior leaders have set targets in 2015 focused on raising achievement in writing and for boys. These targets include Māori and Pacific students. The school has also identified mathematics as needing improvement.

Senior leaders have developed improved systems for analysing, interpreting and tracking student assessment information. Teachers’ judgements related to writing assessments have strengthened their understanding of the students’ progress in this learning area. The progress of individual students including Māori and Pacific is monitored and considered through tracking boards. Teachers meet regularly and discuss the progress made by individual students and what teaching strategies might support their learning.

Senior leaders and ERO agree there is a need to use more detailed student data to report interim progress during the year in relation to targets, specific student groups and the impact of interventions to accelerate student achievement.

Parents receive good, timely information about their child’s learning in relation to National Standards. They have regular opportunities to discuss current learning priorities with the student and their teacher through student-led conferences. These provide opportunities for children to discuss and show their learning, and set goals.

3 Curriculum

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

The Greenmeadows School curriculum is effective in promoting and supporting most students' learning. Students experience a broad and responsive curriculum. Teacher professional learning supports their practice and delivery of programmes. Continuing with the integration of Māori and Pacific students’ cultures, languages and identities throughout the curriculum is a next step for leaders and teachers.

A student-led inquiry approach to learning is developing. Teachers are increasingly using different approaches to build student involvement and conversations about their learning. It is timely for leaders to ensure these are reflected in curriculum guiding documents.

The new entrants’ transition process has been strengthened to ensure learning programmes are responsive to their strengths and needs. Teachers are continuing to develop relationships with early childhood education (ECE) services to share information about children and the ECE curriculum.

Students enjoy learning. Respectful relationships amongst teachers and students are evident in all classrooms. Students enjoy sharing their ideas and opinions during discussions. Leaders and teachers give careful consideration to the placement of students in classes.

Leaders recognise the importance of identifying and responding to students’ oral language development. Oral language is identified in plans and units of work. These support children’s self expression and communication development. Intervention programmes and assessments ensure students’ oral language development is tracked.

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

Developing relationships with whānau is progressing the school’s approach to understanding and supporting education success for Māori students. A survey of Māori students identified a wide range of aspects that are going well for these students as Māori at Greenmeadows School. Areas to develop further are being responded to through teacher professional learning.

A senior leader is using Tātaiako – Cultural Competencies for Teachers of Māori Learners with staff to build their knowledge and strategies to integrate te reo me ngā tikanga Māori in school programmes and activities. Increasing teacher confidence in these areas is a continuing focus.

A planned marae visit will be using whānau knowledge and expertise. This opportunity is likely to help grow a partnership with whānau and the Māori community.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance.

Trustees are experienced and bring a wide range of skills to their governance roles.

The charter and strategic plan identify priorities for continuing to improve outcomes for students, staff development and school-wide improvement. The document includes increasing the use of e-learning in the teaching and learning programmes and school systems.

There is a strategic approach to growing leadership in the school. A diverse range of opportunities enables all teachers to lead initiatives in their areas of interest or expertise. A positive team culture amongst leaders and teachers supports the trialling of new ideas.

The new senior leadership team is improvement focused and makes considered decisions about priorities that should impact positively on students’ learning and success. However, senior leaders are yet to respond fully to the previous ERO report relating to the development of internal evaluation. Internal evaluation of plans and programmes should be strengthened with the inclusion of well-defined success indicators. This should assist the monitoring, measurement and reporting of progress against expected outcomes. Also trustees are likely to be better informed about student progress and the impact of programmes and interventions that they are resourcing.

Coaching has recently been introduced to support ongoing improvement to the quality of teaching. This is directly linked to student data and teachers thinking about the strategies most likely to improve outcomes for children. Teachers regularly share ideas and teaching approaches. Good practices and programmes support new teachers’ induction into the school.

Useful feedback affirms teachers’ practice and identifies areas to develop further. The school continues to review how teachers reflect on the impact of their teaching on student progress and achievement. Senior leaders have recognised that teachers need to develop evidential files linked to the Practising Teacher Criteria. This should strengthen the current appraisal process.

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

The school has made good progress in the curriculum. Developing relationships with whānau is progressing support for Māori students’ success as Māori. The school is well placed to sustain and improve its performance.use of achievement information to make positive changes to students’ achievement. Students experience a broad and responsive

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

Joyce Gebbie
Deputy Chief Review Officer Central

About the School

Location

Napier

Ministry of Education profile number

2567

School type

Contributing (Years 1 to 6)

School roll

441

Gender composition

Female 56%, Male 44%

Ethnic composition

Māori
Pākehā
Chinese
Pacific
Other ethnic groups

11%
81%
  2%
  1%
  5%

Review team on site

August 2015

Date of this report

17 September 2015

Most recent ERO report(s)

Education Review
Education Review
Education Review

October 2012
July 2009
February 2004