Glamorgan School

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1 Context

Glamorgan School is located in Torbay on Auckland's North Shore. The school caters for children in Years 1 to 6 and the school roll reflects the diverse local community.

The school has an established culture of professional learning and collaboration and works in close partnership with local schools to promote better outcomes for students. This group of schools is in the initial stages of forming a Community of Learning.

The school has a positive ERO reporting history. The 2011 ERO report noted strengths in school governance and leadership, and good support for children's achievement. These features have been sustained and further developed to promote positive outcomes for all children.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are about being challenged to learn and achieve in an inclusive environment where everyone is respected and valued. Children are encouraged to think for themselves, relate well to others, manage themselves, communicate effectively, and to participate and contribute. These goals reflect the aspirations of the school community. Leaders and teachers consider positive and caring relationships with students, teachers, families and whānau as essential to achieving meaningful learning for children.

The school’s achievement information shows that children achieve very well. The majority are achieving at or above the National Standards in mathematics, reading and writing. Māori children achieve very well. They achieve better in writing than other groups of children in the school, similar to other groups in reading and slightly less well in mathematics. Pacific students achieve to similar high levels across all standards. The high achievement for all groups has been sustained over the past four years.

Since 2012 there has been a significant reduction in the disparity between the achievement of Māori and non Māori children. By the end of Year 6 all Māori children are achieving above National Standards in reading, writing and mathematics. The majority of Glamorgan children achieve the National Standard in writing and above the National Standard in reading and mathematics, by the time they leave the school at the end of Year 6.

Since the last ERO evaluation the school has participated in comprehensive professional learning and development in mathematics, literacy, science, teacher inquiry, appraisal and formative assessment. The school has also established a teacher staffed 'Home School Partnership Team' that supports parents to help their children with their learning at home.

3 Accelerating achievement

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

The school responds very well to Māori and other children whose learning needs acceleration. At all levels of the school there is a high level of responsiveness to children's learning needs. Teachers and school leaders address concerns with urgency to support children's continued progress.

School leaders prioritise the achievement of Māori learners and they follow comprehensive processes to enable children's success. School leaders closely analyse achievement information and carefully track each Māori child's progress from the time they enter school. They ensure that learning is optimised for each Māori child. All children benefit from the robustness of the systems and teaching practices that are promoting accelerated progress for Māori and Pacific children.

School leaders and teachers scrutinise achievement data and decide on strategies to support children's progress. Teachers collate and analyse a wide range of data to evaluate the success of initiatives and see how well they are benefitting individual children. Programmes can if needed, be refocused to ensure success for a particular child or group of children.

The school develops learning-focused relationships with whānau. Staff work alongside whānau to provide relevant learning support and extension strategies for their children. This same approach is followed for Pacific children and other learners who are not progressing as well as expected. Whānau and parents enjoy positive and strong partnerships with the school. The 'Home School Partnership Team' is highly valued by parents. The genuine desire to support children and families is very effective and supports children's accelerated progress.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

The school's curriculum, processes and practices very effectively develop and enact the school's vision, values, goals and priorities for equity and excellence.

The board, senior leaders and staff promote children's wellbeing. They are highly inclusive and ensure that the best outcomes for children are at the centre of all decisions. Teachers value each child's individuality as a learner and as a person. Closely managed and monitored school systems, support children with additional learning needs and capabilities. The board demonstrates an ongoing commitment to providing timely and supportive resourcing to benefit children.

The curriculum provides clear and comprehensive guidelines for teachers. Classroom practice reflects and continues to trial modern learning strategies. This includes very good use of digital technologies. Senior leaders plan to revisit formative assessment and teaching practice with teachers. Their aim is to help internal evaluation become more explicit for teachers and students.

Curriculum programmes are flexible and responsive to children's learning strengths and interests. Local contexts and global perspectives provide purposeful learning opportunities. Children also have many opportunities to succeed in the wider curriculum including, drama, sport, leadership and kapa haka. These opportunities are fostered and celebrated throughout the school.

Māori language and cultural perspectives are increasingly integrated across the learning areas. This is supported by a focus on building teachers' confidence and capability in te reo me ngā tikanga Māori. Māori children report these approaches help them feel valued as learners and members of the school community.

The principal leads a capable leadership team, who have a strong focus on the child as a learner. Together they take a strategic approach to developing teaching capability and to building a learning community. They lead professional learning and actively support teachers to develop the good quality classroom practice evident throughout the school. Positive and affirming relationships underpin learning interactions between children and staff.

A culture of evaluation and inquiry supports an evidence-based approach to school improvement. The school has robust processes in place for assessment moderation. Leaders continue to make this an area of internal and external review. Teachers' inquiry into the effectiveness of their practice is promoting high level professional engagement, collaboration and improved outcomes for children. Relevant performance management processes guide teachers' continued growth in professional practice.

The school is well governed. The board seeks external training to support its governance role. It has sound processes and policies in place. Trustees have a strong commitment to the wellbeing of all children and staff in the school. They use achievement data well, and seek the best learning outcomes for all children. The board seeks excellence, and has a continuing commitment to ensuring equitable conditions for the children and families that they serve.

5 Going forward

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

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for these children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children.

Glamorgan School has a culture of continuous improvement that supports all children. There is evidence across school systems and practices of thoughtful internal and external evaluation. Equitable and respectful relationships characterise the school. This impacts positively on outcomes for all children.

The board and senior leadership team have identified appropriate priorities for further development. These include:

  • refining assessment and internal evaluation systems to promote student agency
  • continuing the school-wide inquiry to raise boys' achievement in writing.

ERO is likely to carry out the next review in four-to-five years.

6 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 the following:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • 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

  • processes for appointing staff

  • stand down, suspensions, expulsions and exclusions

  • attendance

  • compliance with the provisions of the Vulnerable Children Act 2014

  • provision for international students.

7 Recommendation

ERO recommends that the school continues to develop as a learning community that values internal evaluation and promotes equity and excellence for all children. 

Graham Randell

Deputy Chief Review Officer Northern

14 September 2016

About the school

Location

Torbay, Auckland

Ministry of Education profile number

1283

School type

Contributing (Years 1 to 6)

School roll

548

Number of international students

2

Gender composition

Boys 55% Girls 45%

Ethnic composition

Māori

Pākehā

Chinese

Asian

African

British

Pacific

other European

other

11%

60%

7%

5%

4%

3%

2%

5%

3%

Review team on site

August 2016

Date of this report

14 September 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

August 2011

September 2008

August 2005

1 Context

What are the important features of this school that have an impact on student learning?

Glamorgan School is situated in Torbay, Auckland, and caters for students in Years 1 to 6. The school has a history of positive ERO reports.

Since the 2008 ERO report the board has appointed a new principal, previously deputy principal at the school. Together with a capable leadership team she leads a process of continued improvement. Good use is made of supportive professional networks to support the future focus of the school.

Glamorgan School has a student focused environment. Student learning is supported by well resourced and organised classrooms. Students enjoy good interactions with each other and their teachers. Senior students provide positive role models for their younger peers.

Students, parents and staff are proud of their school and levels of community support and involvement are high. They have a very good understanding of how they contribute to the achievement of school goals. The board’s provision of good quality facilities meets school and community needs.

2 Learning

How well are students learning – engaging, progressing and achieving?

Students continue to achieve very well. The majority of students achieve at or above the National Standards in reading, writing and mathematics. A significant number of students achieve above the National Standards in these curriculum areas.

Assessment is used purposefully to target, inform and review learning programmes. School leaders and teachers closely monitor and track student progress and achievement. The increasingly effective use of analysed achievement information is resulting in improved learning at all levels of the school.

A range of high quality teaching practice is evident and learning focused classrooms ensure:

  • high and realistic expectations are maintained
  • high levels of cognitive engagement
  • students can talk confidently about the progress they make against their goals
  • increased opportunities for students to lead their learning.

The school has effective programmes and interventions in place to support students with learning needs. Students know their needs, strengths and interests will be catered for. Students who underachieve or who have specific learning needs receive comprehensive levels of support through specialist programmes. Gifted and talented students have opportunities to challenge and extend their abilities. As a result students are confident and motivated learners who actively participate in learning.

Parents have regular opportunities to be involved in their children’s learning. They receive clear, relevant reports on their children’s progress and achievement in relation to the National Standards. School leaders and teachers plan to further develop partnerships with parents so they are better informed about school programmes. This initiative will contribute to the school's ongoing focus on learning.

How well does the school promote Māori student success and success as Māori?

Most Māori students are achieving at or above National Standards. Māori students are viewed as capable learners and their levels of engagement are similar to those of other students. The principal provides the board with a separate analysis of, and reports on, Māori student achievement.

School leaders and the board acknowledge the school’s role in supporting Māori students to achieve success as Māori. Teachers effectively promote the progress and achievement of Māori students. School leaders and teachers have an ongoing focus on developing relevant contexts for learning and strengthening their use and understanding of te reo and tikanga Māori. They could now consider using Ka Hikitia (The Ministry of Education’s Māori Education Strategy) as a lens for future review.

3 Curriculum

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

The curriculum effectively promotes and supports student learning. The Glamorgan school curriculum is responsive to students’ needs, abilities and interests. Students are offered a broad school curriculum, consistent with the principles of The New Zealand Curriculum. School values known as ‘Steps to Success’, are well understood by students. They underpin learning programmes and interactions throughout the school.

Students are articulate, socially adept and responsive learners. They contribute and respond positively to the stimulating classroom environments and enjoy the wide range of learning opportunities they receive.

A focus on reading, writing and mathematics in classroom programmes is complemented by well planned integrated studies that include the other learning areas of the curriculum. Glamorgan school’s curriculum design and implementation supports:

  • explicit teaching
  • effective goal setting
  • opportunities for students to reflect on their progress and to determine their next learning steps
  • significant and useful feedback and feed forward.

A strong culture of professional learning is evident among staff. School leaders and teachers are committed to continuous improvement. Ongoing, targeted professional development has a positive impact on teacher practice.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance. The board of trustees and principal provide sound governance and management. Trustees understand their role and work effectively to contribute to the school’s on-going improvement. They actively seek and participate in relevant training and are receptive to ideas and innovations that support positive outcomes for students.

School leaders encourage creativity and innovation in class programmes. A cycle of developing, implementing and reviewing initiatives and programmes provides a sound basis for making positive changes and improving outcomes for students. Professional support is well considered and appropriately accessed.

Leaders work collaboratively to promote school effectiveness. They have developed good systems to ensure that strategic goals are achieved. Reports to the board are clear and informative. The cohesive and knowledgeable leadership team are future focused and committed to further developing leadership and teacher capability throughout the school.

Trustees and school leaders value self review. Student, parent and staff views are regularly sought and considered. Very good use is made of self review information to prioritise and make decisions for improved outcomes for students.

Provision for international students

The school provides good quality education in a caring environment for its international students. They are well integrated and involved in the school community.

The school is a signatory to the Code of Practice for Pastoral Care of International Students (the code) established under section 238F of the Education Act 1989. At the time of this review there were 5 international students attending the school.

The school has attested that it complies with all aspects of the Code.

ERO’s investigations confirmed that the school’s self-review process for international students is thorough.

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
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.
When is ERO likely to review the school again?

ERO is likely to carry out the next review in four-to-five years.

Richard Thornton National Manager Review Services Northern Region

7 November 2011

About the School

Location

Torbay, Auckland

Ministry of Education profile number

1283

School type

Contributing (Years 1 to 6)

Decile

10

School roll

504

Number of international students

5

Gender composition

Boys 51%

Girls 49%

Ethnic composition

NZ European/Pākehā

Māori

African

British/Irish

Other European

Asian

Pacific groups

Australian

Other

64%

9%

9%

6%

5%

4%

1%

1%

1%

Review team on site

August 2011

Date of this report

7 November 2011

Most recent ERO report(s)

Education Review

Education Review

Accountability Review

September 2008

August 2005

August 2001