Glenbrook School

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Education institution number:
1292
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
272
Telephone:
Address:

459 Glenbrook-Waiuku Road, Glenbrook, Waiuku

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School Context

Glenbrook School is located near Waiuku and caters for children from Years 1 to 8. The school roll is currently 264 students of whom 42 identify as Māori. The school’s vision statement relates to all learners being able to realise their own potential. The school believes that through learning as an action, learners will have the tools to articulate their needs, wants, goals, successes and failures. The school has well established values related to ako (we are all learners), whakawhanaungatanga (we work as a community together), manaakitanga (we care for and value people and the world), and mana (we are respectful, strong and resilient).

Since the 2016 ERO report an experienced principal and chairperson have continued to lead the school. A deputy principal has been appointed and four trustees elected. A new classroom incorporates a modern learning environment.

Leaders and teachers regularly report to the board, school-wide information about outcomes for students in the following areas; reading, writing and mathematics.

Glenbrook School is part of the Waiuku Communities of Learning | Kāhui Ako.

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 achieving excellent outcomes for almost all students and there are equitable outcomes for Māori students. The school’s 2018 data indicates that almost all students are achieving within or above national expectations in reading, mathematics and writing. Data over the last three years shows the disparity gap between boys and girls has closed in reading, writing and mathematics, and they are now achieving at comparable rates. Māori students are achieving better than other students in writing and as well as other students in reading and mathematics. Student achievement information from 2016 to 2018 shows increases for all groups of learners, including Māori, in reading, writing and mathematics.

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

The school responds effectively to Māori and other students whose learning and achievement need acceleration. The school has sharpened its focus on accelerating the learning of those students whose learning is at risk. Leaders and teachers closely monitor individual data to show rates of progress in reading, writing and mathematics. Data for these students indicates that most made accelerated progress over the last two years. There have been significant gains in boys’ achievement in writing to reduce gender disparity in this area.

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?

Teachers demonstrate high quality teaching practices in a collegial environment. They know students and their families well and plan appropriate programmes to accelerate the achievement of at-risk learners. A strong, cohesive teaching team has been established. Teachers are involved in ongoing reflections and professional discussions about effective teaching strategies. Positive, mutually respectful teacher/student interactions are contributing to settled learning environments. Students benefit from teachers providing specific programmes focused on individual learning and holistic needs.

Leadership successfully builds teacher capability by actively promoting professional learning and development. The senior leadership team is aware of current practices and theories and has established a positive school culture where teachers are encouraged to be innovative. Leaders are committed to improving the achievement of all students, with a strong focus on accelerating the progress of those students at risk with their learning.

The school’s curriculum is highly responsive, with an appropriate focus on reading, writing and mathematics. Classrooms are well resourced, stimulating and supportive of learning. High levels of student engagement are evident. Learners with special educational needs are well supported in an inclusive and nurturing environment. They are making progress against their individual learning goals. Students relate well to meaningful contexts and are engaged in a variety of academic, cultural and sporting learning experiences.

The board is providing effective school governance. Trustees understand and support the strategic direction of the school. They make well informed resourcing decisions in response to student achievement information and consultation with parents and whānau. The board scrutinises achievement information and engages in discussion with school leaders about student progress and achievement. Ongoing internal evaluation is providing clear school direction and guides target setting. A high trust model between the board and principal promotes a collaborative and open relationship. Trustees are focused on student learning, wellbeing, achievement and progress.

Parents, whānau and the community are fully involved in school activities and are valued partners in learning. There are well-established processes in place for the school and parents to engage in meaningful ways. The community and parents have been consulted about relevant aspects of the school curriculum. Students’ learning and achievement are enriched by partnerships for learning between the school and parents, particularly for those students whose progress needs acceleration.

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

ERO and school management agree that there is a need to:

  • build the capacity of students to be self-managing learners through increased understanding and use of learning progressions in key curriculum areas

  • strengthen the integration of te reo Māori in classroom programmes through a sequential school-wide approach

  • ensuring greater specificity of annual achievement targets to include all students who are underachieving.

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:

  • a school curriculum that strongly reflects the school’s vision, aims and aspirations for achievement and success

  • teachers providing high quality teaching practices that enrich student learning

  • school leadership that is providing professional knowledge to strengthen teacher capability for ongoing improvement

  • clear direction setting by the board of trustees that establishes challenging goals for student achievement, and which closely monitors progress

  • well-developed processes that engage the school in reciprocal relationships with parents and the wider community.

Next steps

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

  • embedding learning progressions to build students’ assessment and ‘learning to learn’ capabilities

  • developing a sequential school-wide approach to strengthen the integration of te reo Māori in classroom programmes

  • ensuring greater specificity of annual achievement targets to include all students who are underachieving.

ERO’s next external evaluation process and timing

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

Phil Cowie

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

21 December 2018

About the school

Location

Near Waiuku

Ministry of Education profile number

1292

School type

Full Primary (Years 1 to 8)

School roll

264

Gender composition

Boys 55% Girls 45%

Ethnic composition

Māori 15%
Pākehā 75%
Chinese 4%
Other 6%

Students with Ongoing Resourcing Funding (ORS)

No

Provision of Māori medium education

No

Review team on site

November 2018

Date of this report

21 December 2018

Most recent ERO report(s)

Education Review January 2016
Education Review February 2013
Education Review June 2011

Findings

Glenbrook School is welcoming and inclusive. It focuses on student wellbeing and achievement, and on community engagement. Spacious grounds are used to enhance the delivery of the curriculum. The new principal and senior leadership team are promoting collaboration and high expectations for teaching and learning.

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?

Glenbrook School, near Waiuku, is a rural school catering for students from Years 1 to 8. Ten percent of the school’s roll identify as Māori and four percent with Pacific cultures. The school values its history, place in the community, rural learning opportunities, and inter-generational family associations.

The school has a growing roll and an enrolment zone in place. The board is planning and positioning the school for anticipated roll growth associated with a regional housing development in the district. The school is currently finalising plans for a new building incorporating modern learning environments to open in 2016.

During the past three years there have been numerous staff changes. At the end of 2013, the principal left the school. A new principal was appointed and led the school until the end of 2014. At the beginning of 2015 a number of new teachers were appointed and during 2015, a new principal was appointed.

The school continues to build a positive profile in the local community. The school’s culture is welcoming and inclusive. It maintains a strong focus on student wellbeing; ako, all learning together; and achievement. Respectful, inclusive and affirming practices help students to have a sense of belonging, pride and security at school.

Glenbrook School is a member of the recently formed Waiuku Community of Learning (CoL) that comprises a group of learning services in the district.

The 2013 ERO report noted improvements in the use of student achievement data and in students’ involvement in the learning process. These improvements have been sustained and further developed. Areas identified for further development have been addressed. These include reducing the high rate of stand-downs, and promoting the language, culture and identity of Māori students.

2 Learning

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

The school uses well analysed achievement information to make positive changes to learners’ engagement, progress and achievement. School data indicate that students achieve well against the National Standards. Māori students continue to achieve above national levels of Māori achievement. The school should continue to identify ways to achieve parity between the achievement results for Māori students and others in the school.

The board and senior leaders scrutinise achievement information to set school priorities. Senior leaders and teachers use achievement information to target students who need to make accelerated progress. Students with additional learning needs are well catered for through class programmes and additional support. School leaders plan to continue building teachers’ assessment and evaluation capabilities.

Teachers work collaboratively to meet the learning needs of individual students. They know the individual learners, their strengths, aspirations and goals. Teachers have high expectations of students and encourage them to talk about and share their learning with their peers. Students are active participants in their learning. Self-management skills are supporting children to become lifelong learners as they take increasing responsibility for their own learning.

Close relationships and regular communication between the school and parents benefits students’ learning. Parents are well informed about children’s progress and achievement through written reports, student led conferences and portfolios. Reporting to parents has been improved following community consultation. Student goal setting and the three-way conferences are assisting students to increasingly manage their own learning.

3 Curriculum

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

In 2015 the school’s curriculum was extensively reviewed in collaboration with staff, students and the community. A new curriculum will be introduced in 2016 and is planned to be responsive, inclusive and evolving. It incorporates the school’s vision and values and reflects The New Zealand Curriculum (NZC). A visual representation of this new curriculum, known as the Korowai of learning, is being shared with the community. It includes elements of Te Whāriki, the early childhood curriculum as a pathway of learning for Year 1 students.

The curriculum emphasises the NZC key competencies, and fosters students’ independent and collaborative learning. Priority is given to literacy and mathematics as foundations of learning. Other learning areas are integrated into inquiry learning programmes. Planned professional development in 2016 will further develop the Glenbrook Model of Inquiry. The extensive school grounds offer students a range of cultural, sporting, arts and environmental opportunities that support their academic, social and emotional development.

Students are engaged and interested in their learning. They benefit from caring and respectful relationships between teachers and students. The school’s values of whakawhanaungatanga, manaakitanga, mana and ako contribute to a respectful and collaborative working tone in classrooms. The curriculum supports positive relationships and student wellbeing. There are numerous programmes and strategies to develop students’ resilience and positive learning behaviours.

An increasing emphasis on e-learning is impacting positively on student engagement. Teachers and students use a variety of digital devices as tools of learning. The board and school leaders plan to continue to progressively extend e-learning.

Students’ transitions into the school, through year levels and on to secondary school are very well managed and responsive to the needs of individual students. The Year 7 and 8 programme prepares students well for secondary school. The programme includes multiple opportunities for leadership, careers education, learning other languages, and learning technology skills.

Teachers collaborate well and implement consistent teaching approaches and assessment practices throughout the school. Changes made to the appraisal process are focusing teacher development on improving learning outcomes for students. Teachers receive useful feedback on their teaching practice.

School leaders agree that curriculum development should include a continuing focus on:

  • embedding the new curriculum
  • strengthening opportunities for students to become leaders of their learning
  • progressing plans for e-learning development to support students learning.

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

Glenbrook School very effectively promotes educational success for Māori as Māori.

There is a genuine sense of pride in being Māori at the school. Māori students engage well in their learning and benefit from inclusive practices that strongly promote their wairua and identity. Participation in kapa haka is highly valued by the students. Māori students have meaningful opportunities to lead in a culturally appropriate way including whaikōreo and pōwhiri.

A fluent te reo Māori teacher is supporting te reo Māori learning through the school. Teachers’ confidence and use of te reo and tikanga Māori has increased through a targeted professional learning programme. Te reo Māori is used widely in assemblies and in classrooms. There are regular opportunities for all students to take part in kōrero through mihi and greetings. This affirms and promotes Māori students’ pride in their language and culture.

Whānau views and perspectives are sought regularly by the principal and the board of trustees. These are used in review and strategic planning to further enhance partnerships and educational outcomes for Māori students.

The school has a well-considered approach for promoting bicultural school practices. This is clearly evident in the charter, the school values and in the curriculum. Thoughtful and well-paced initiatives reflect best practice in current education research.

4 Sustainable Performance

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

Glenbrook School is well placed to sustain and improve its performance. Systems for self-review are well implemented. These are an integral part of school operations to sustain and improve school practices.

Governance is effective and trustees know their community well. The school is served by long standing trustees who bring a rich variety of backgrounds and expertise to their governance role. They are mindful of the school’s long history while strategically positioning the school for the future.

Trustees have worked collaboratively with school leaders to strengthen consultation, relationships and partnerships with the community. Parent, whānau and community involvement is welcomed. Parents are actively involved in school events and in supporting students’ learning programmes.

The leadership of the school is highly effective. The principal is successfully promoting school improvement. Leaders are reflective, professional and very well informed by current educational research about effective teaching practice. Leaders provide clear guidelines and expectations for staff. They are effective change managers and promote a working environment that values the contributions of others.

The principal and leadership team ensure that students are at the centre of strategic planning. A recent review of the school’s vision and values has strengthened the school’s direction and provided guidance for decision making and learning.

The board is well informed about student progress and achievement. Key strategic documents, systems and procedures have been reviewed and are well aligned. The board has made good use of external advice to improve personnel management practices.

Trustees and leaders have identified relevant development priorities that include:

  • continuing to thoughtfully plan for and manage future roll growth
  • managing the pace of change, guided by the school’s strategic documents
  • consulting with the community on the school’s health curriculum.

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

Glenbrook School is welcoming and inclusive. It focuses on student wellbeing and achievement, and on community engagement. Spacious grounds are used to enhance the delivery of the curriculum. The new principal and senior leadership team are promoting collaboration and high expectations for teaching and learning.

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

Graham Randell

Deputy Chief Review Officer Northern

29 January 2016

School Statistics

Location

Waiuku

Ministry of Education profile number

1292

School type

Full Primary (Years 1 to 8)

School roll

241

Gender composition

Girls 52% Boys 48%

Ethnic composition

Māori

Pākehā

Chinese

Indian

Tongan

Samoan

other European

other

10%

78%

2%

2%

2%

1%

2%

3%

Review team on site

November 2015

Date of this report

29 January 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

February 2013

June 2013

May 2010