10 The Ridgeway , Stoke, Nelson
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.
Enner Glynn School is a Years 1 to 6 school located in Nelson. The school’s mission is to take shared responsibility for ensuring all students’ learning is at a high level so they can be successful in their future.
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.
| Most learners are positively engaged in learning and achieving well. |
| Leaders ensure effective planning, coordination and evaluation of the school’s curriculum and teaching. |
| Teachers create orderly and increasingly collaborative learning environments. |
| Conditions that support learner success are being established. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
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
29 October 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 June 2024, the Enner Glynn School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
ERO and the board have identified the following areas of non-compliance during the board assurance process:
The board has since taken steps to address the areas of non-compliance identified.
For further information please contact Enner Glynn 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
29 October 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.
At the time of this review there were no international students attending the school, and no exchange students.
Shelley Booysen
Director of Schools
29 October 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Enner Glynn School, located in Nelson, caters for students from Years 1 to 6. At the time of this review the roll was 343 students, with 10% identifying as Māori.
The overarching vision is ‘amazing people, inspiring place, active learning and awesome future’.
The 2019 charter focuses on building leadership, developing teaching, improving learning and connecting communities. The annual plan goals align with the Kāhui Ako focus on reducing disparity in literacy and mathematics through the implementation of Accelerated Literacy Learning and Accelerated Learning in Mathematics. There is also an emphasis on attendance, retention, engagement and achievement.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
Since the September 2015 ERO report, the board, leadership and staff have remained stable. Significant building developments were in progress at the time of ERO’s review.
Professional development focuses strongly on ‘relationships-based learning’, collaborative practices and coaching.
The school is a member of the Te Tumu Herenga Tangata Stoke - Tahunanui Kāhui Ako I Community of Learners.
School achievement data for 2018 shows that most students achieved at or above school-defined curriculum expectations in reading, writing and mathematics. Māori student achievement is similar to their peers in mathematics with almost all achieving at or above in writing. In reading Māori student achievement is lower than that of other students. Girls do not achieve as highly as boys in mathematics.
Students with additional learning needs are well supported to meet their goals through appropriately developed Individual Education Plans.
The school is effective in accelerating learning for the large majority of students, including Māori, who need this in reading and writing.
The school culture strongly supports students’ wellbeing and learning. Relationships between leaders and teachers are based on trust, integrity, openness, and transparent sharing of knowledge to improve student outcomes. Positive, respectful relationships are evident between teachers and learners. Classrooms are settled and students are well engaged in their learning. There are opportunities for students to direct their own learning. They participate and learn in a caring and inclusive environment. This promotes increasingly positive outcomes for learning and wellbeing.
The principal leads a highly collaborative, strongly improvement-focused leadership team promoting positive outcomes for students’ learning and wellbeing. Well-considered professional learning supported by external providers aligns meaningfully to the strategic priorities.
The leadership team is deliberately establishing and strengthening systems, practices and processes to improve equity and excellence of outcomes for all children.
Teachers are highly reflective. They are supported to work collaboratively and challenged to continually improve their practice through the recently updated appraisal process. This is promoting leadership development and improved teacher capability.
Trustees are committed to the school and well informed about progress against the strategic priorities.
Annual targets require sharpening to identify specific groups of students whose progress needs acceleration and to better evaluate the impact on student outcomes. Leaders agree that cross school moderation should support consistency of assessment judgements.
ERO and leaders agree that strengthening teacher inquiry to focus on developing culturally responsive teaching strategies for Māori learners is an important next step. Consultation with whānau Māori, and improved use of Tātaiako: Cultural competencies for teachers of Māori learners has the potential to support targeted improvements. This should also inform the ongoing review and development of a localised curriculum that provides guidance and expectations for teaching and learning.
Trustees, leaders and teachers should continue to embed systems, processes and practices, in consultation with whānau, to better inform decision making and strategic direction to improve equitable and excellent outcomes for all children.
Internal evaluation is an area for further development in order to enable trustees, leaders and teachers to measure which initiatives and interventions are having the most significant impact on outcomes for children.
The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.
No international students were enrolled at the time of the ERO review.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO’s overall evaluation judgement of Enner Glynn School’s performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall School Performance is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
To improve current practice, the board of trustees should:
Dr Lesley Patterson
Director Review and Improvement Services Te Tai Tini
Southern Region
1 August 2019
|
Location |
Nelson |
|
Ministry of Education profile number |
3189 |
|
School type |
Contributing (Years 1 to 6) |
|
School roll |
343 |
|
Gender composition |
Males 52%, Females 48% |
|
Ethnic composition |
Māori 10% NZ European/Pākehā 79% Other ethnic groups 11% |
|
Students with Ongoing Resourcing Funding (ORS) |
Yes |
|
Provision of Māori medium education |
No |
|
Review team on site |
June 2019 |
|
Date of this report |
1 August 2019 |
|
Most recent ERO report(s) |
Education Review September 2015 |