Greenmeadows School - 17/09/2015


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.


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



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Female 56%, Male 44%

Ethnic composition

Other ethnic groups


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