29 Greenmeadows Avenue , Manurewa, Auckland
View on mapTēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Greenmeadows Intermediate is located in Manurewa, South Auckland and provides education for students from Year 7 to 8. The school’s vision is ‘Piki ki te Rangi’ (Reach for the Sky) and its values are ‘tolerance, perseverance, respect and cooperation’.
Greenmeadows Intermediate has a bilingual Māori unit, Te Whanau o Tamapahore. There are two Rosehill School satellite classes onsite.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
The following findings are to inform the school’s future priorities for improvement.
| Learning outcomes are improving for most students. |
| Strategic and considered leadership drives improvement to teaching and learning to promote students’ success. |
| Teachers are embedding a responsive curriculum and effective teaching and learning practices. |
| Key conditions that underpin successful schooling are strengthening to support improvement over time. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children
Shelley Booysen
Director of Schools
11 December 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of July 2024, the Greenmeadows Intermediate Board has attested to the following regulatory and legislative requirements:
Yes
Yes
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For further information please contact Greenmeadows Intermediate, 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
11 December 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Greenmeadows Intermediate School serves its diverse community of learners well. Students benefit from teaching and learning approaches that enhance their understanding of their own progress and achievement. The inclusive culture of the school offers opportunities for all students to enjoy learning. The celebration of languages and cultural identity is increasingly guiding the school vision of student success.
ERO is likely to carry out the next review in four-to-five years.
Greenmeadows Intermediate School serves the culturally diverse community of Manurewa, in South Auckland. Students in Years 7 and 8, from different local primary schools, enjoy their two years of intermediate education. The school’s inclusive culture and environment nurture the interests of young adolescents, and support their transition to secondary schools in the area.
Students’ home languages and cultural identities are increasingly reflected in the school’s curriculum. Māori students are 25 percent of the school roll, while Pacific students, predominantly Samoan, make up a similar percentage. Members of the school community value whānau involvement and the sharing of cultural practices and celebrations that reflect the diversity of the school community. New initiatives such as digital learning and innovative learning environments are being developed in partnership with the community to reflect community aspirations.
School improvement goals are clearly focused on raising student achievement. Since ERO’s 2011 review the senior management team has been restructured. The roles of Leader of Professional Practice and Leader of Learning Support are designed to build teacher capability to deliver the curriculum and to ensure that the needs of all learners are well met. Significant curriculum review arising from ongoing professional development and collaboration with other schools reflects the school's commitment to delivering a curriculum that is future-focussed, promotes collaborative teaching and learning and fosters student agency.
The school is proactive in building professional networks with other schools in the Manurewa area with a view to improving outcomes for all learners.
ERO’s 2011 review identified many positive aspect of the school’s curriculum and learning programme. The school vision, Piki ki te rangi, Reach for the sky, guides ongoing improvements in teaching and learning.
The school makes very good use of achievement information to make positive changes in student engagement in learning. A key goal for the school is to raise students’ literacy and numeracy levels in relation to the National Standards to enable them to access the wider curriculum. The school also aims to empower students to take an active role in assessing their own learning and progress.
The school’s achievement information shows that 66 percent of students leave the school achieving at or above the relevant National Standard in reading. Senior leaders have sought external expertise to support writing and mathematics teaching across the school. This has included the development of moderation processes within the school, and across schools, to help teachers reach robust judgements about learners' progress and achievement.
Targets were set in 2015 for all students achieving below the National Standards to reach the standard by the end of the year. Specific emphasis was placed on tracking Year 8 Māori and Pacific boys, because they are disproportionately represented in data relating to students who are below the standard. Teachers are expected to target and monitor the progress of those priority learners in their classrooms.
The school’s achievement information shows that at least half the targeted students made accelerated progress to meet the 2015 targets. Most notably, 68 percent of the targeted Pacific boys reached the applicable National Standard at the end of the year in reading, as did 73 percent in writing. These improvements suggest that the school is successfully accelerating progress through a variety of initiatives and selected teacher development strategies.
Similar targets have been set for 2016, with a focus on accelerating the achievement of all students below the National Standard. Targets have also been set to extend Year 7 girls to be above the standard in mathematics. School leaders agree that refining the targets to smaller cohorts within each year group could help them identify the most effective acceleration strategies and use of resources. This refining should also be useful to focus teachers’ inquiry into their practice more specifically on the target students who are most at risk.
Further work is planned to embed students’ active use of data for their own learning. These developments are likely to result in students having greater ownership of their own learning goals, based on shared progress and achievement information.
Students enjoy an expansive and enriched curriculum that promotes and supports their learning well. The school’s graduate student profile highlights key outcomes including Hauora, Diversity, Innovation, Enterprise and Sustainability, underpinned by the aim that all students will meet their academic potential and be able to make the most of all learning opportunities. Literacy and mathematics are prioritised in the timetable. In addition, students benefit from programmes delivered by specialist teachers in the visual arts, dance and music, robotics and digital technology, and food technology and bioscience. Health and careers education are included at each year level. The school provides children with a rich range of sporting opportunities and this represents an important aspect of the school's holistic curriculum. Careful consideration has also been given to catering for students' varied gifts and talents, and students benefit from a wide range of opportunities to develop these.
Curriculum leadership has been strengthened through the management restructure. Developments in the curriculum are strategic and aligned with teachers’ professional learning and development. Resources are equitably distributed to ensure that all students have opportunities to succeed. Teachers meet students’ diverse learning needs through classroom programmes.
The school’s integrated inquiry-based learning approaches include the key competencies and bicultural components of The New Zealand Curriculum. Teachers are focussed on making the curriculum responsive to students’ interests and drawing on authentic contexts for learning.
Students have increased opportunities to use digital learning resources and work collaboratively as a result of the introduction of "Bring Your Own Learning Devices" programme (BYOD). Teachers are developing students’ consistent language of learning and aligning the school-wide behaviour practices with their commitment to developing student agency as a learner. The board is funding and supporting ongoing professional development for teachers to enhance students’ self-efficacy as future focussed life-long learners.
School leaders are clearly committed to being culturally responsive, particularly in relation to bicultural practices. The school’s strategic plan and goals encompass Ka Hikitia: Accelerating Success 2013 – 2017, the Ministry of Education’s plan for promoting Māori potential. Trustees support this direction by funding cultural expertise to build staff capacity in the use and understanding of te reo and tikanga Māori.
Māori learners feel proud of their heritage, and they are supported to build their leadership capacity as young Maōri. They benefit from the increased use of te reo throughout the school and the sense that this is a valued part of school life. Kapa haka is also an option that is highly valued by children. Whānau and Māori staff are consulted through surveys and hui, and provide feedback and advice about school kawa.
Māori student achievement information is well analysed and reported. Data is used to determine goals and improvement targets. The school emphasis on inclusion and diversity provides an encouraging climate that supports Māori learners.
The school is well placed to sustain and improve its performance. The principal continues to provide effective change leadership supported by the high expectations of trustees and staff. The leadership team has been strategically strengthened with a focus on supporting improved outcomes for students. Inquiry processes are contributing to a professional teaching culture and teachers are increasingly confident in using and sharing achievement data to improve their practice.
Strategic and annual plans are coherent and well organised. They provide a clear direction for school development, and are based on current research and effective practice. Increased support for teachers is provided through mentoring and coaching. The appraisal system and professional learning programmes are aligned to school goals and to promoting the desired graduate student profile.
Senior leaders’ focus on building the collective capacity and capability of staff is inspiring innovation and improving the depth and quality of the curriculum. School leaders are supported to manage their specific roles and responsibilities effectively. They have made very good use of external educational consultants to support the review and enhancement of the curriculum.
Restorative practices are used to support student wellbeing and promote inclusion. Effective pastoral care results in a positive climate for learning.
The board is supportive of the principal and school leaders. Trustees are informed about school goals and action plans. They take a keen interest in how well students are achieving and provide additional learning resources to support teacher-led, targeted interventions in the classrooms. These interventions have included initiatives to raise boys’ self-efficacy. School leaders are continuing to engage parents in constructive learning partnerships.
ERO recommends that the school’s next steps should be informed by:
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
Greenmeadows Intermediate School serves its diverse community of learners well. Students benefit from teaching and learning approaches that enhance their understanding of their own progress and achievement. The inclusive culture of the school offers opportunities for all students to enjoy learning. The celebration of languages and cultural identity is increasingly guiding the school vision of student success.
ERO is likely to carry out the next review in four-to-five years.
Graham Randell
Deputy Chief Review Officer Northern
25 August 2016
| Location | Manurewa, Auckland | |
| Ministry of Education profile number | 1300 | |
| School type | Intermediate (Years 7 to 8) | |
| School roll | 370 | |
| Gender composition | Boys 57% Girls 43% | |
| Ethnic composition | Māori Pākehā Samoan Indian Cook Island Māori Tongan Asian Middle Eastern other Pacific other | 25% 20% 15% 13% 6% 3% 3% 2% 3% 10% |
| Review team on site | June 2016 | |
| Date of this report | 25 August 2016 | |
| Most recent ERO report(s) | Education Review Education Review Education Review | November 2011 June 2008 May 2006 |