Glenbervie School

School Report

Tēnā 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.

Every New Zealand state and state integrated school has an ERO review at least once every 4 years to evaluate what is working well for learners and what needs to be improved. 

About the School

Glenbervie School is a semi-rural school that provides education for learners in Years 1 to 6. The school roll is currently 226, comprising 88% Pākehā | New Zealand European, 26% Māori and 4% Pacific learners. The school values are kindness, resilience and confidence.

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.

How well are learners succeeding?The school is working towards high levels of success and progress for all learners.What is the quality of teaching and learning?The school is improving teaching and learning.How well does the school curriculum respond to all learners needs?

Learners have rich opportunities to learn across the breadth and depth of the curriculum.

There is an increasingly consistent focus on supporting learners to gain skills in literacy and mathematics.

Learners with complex needs are well supported to achieve their education goals.

How well does school planning and conditions support ongoing improvement?School planning and conditions to support ongoing improvement to the quality of education for learners are well established.How well does the school include all learners and promote their engagement and wellbeing?The school successfully promotes learners’ engagement, wellbeing and inclusion.How well does the school partner with parents, whānau and its community for the benefit of learners?The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.Student Health and SafetyThe school board is taking reasonable steps to ensure student health and safety.

Achievement in Years 0 to 8

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.

Less than a third 

Less than half 

Small majority 

Large majority 

Most 

Almost all 

0 to 33%

34 to 49%

50 to 64%

65 to 79%

80 to 90%

Over 90%

Reading

Most learners meet or exceed the expected curriculum level.

Results are not yet equitable for all groups of learners.

Writing

A small majority of learners meet or exceed the expected curriculum level.

Results are not yet equitable for all groups of learners.

Mathematics

A large majority of learners meet or exceed the expected curriculum level.

Results are not yet equitable for all groups of learners.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

• The large majority of learners attend school regularly.
• The school is behind the target of 80% regular attendance.
• The school has a suitable plan in place to improve attendance.
• Regular attendance is improving towards or beyond the target.
• Chronic absence is reducing over time.

Assessment

This section is about how the school assesses learner progress and achievement.

•  The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
• Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

This section is about how well the school supports all learners to make sufficient progress.

• The school is developing good quality planning to increase the rate of progress for all groups of students.
• The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
• The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
• The school is making progress towards meeting Government reading, writing and mathematics targets and agrees this will need to be a key strategic priority.

Next steps for improvement

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.

Areas of Strength

• Learners demonstrate a strong sense of belonging and participate in and make contributions to the local community.
• Leaders foster a culture of improvement to grow the quality of teaching. Leaders build high levels of trust and collaboration within the school community.
• Teachers use a variety of evidence-based teaching strategies to provide purposeful and well-paced learning. The curriculum builds on learners’ experiences, knowledge and understanding to promote engagement.
• Teachers implement structured approaches in reading and writing and are beginning to implement structured mathematics. They regularly review the effectiveness of their planning and teaching to improve teaching practices.

Key priorities 

• Embedding effective teaching and learning and assessment processes to improve outcomes for all students in reading, writing and mathematics.
• Using achievement information to effectively respond and inform teachers’ best practice.
• Improving students’ regular attendance through ongoing monitoring. 

Actions to bring about improvement

Within three months:

• leaders and teachers implement an effective attendance plan for improvement 

Within six months: 

• the School Board and leaders identify achieving the Government's 2030 targets for reading, writing, and mathematics as a key strategic priority in school planning  

Every six months:

• leaders and teachers review and refine effective literacy and numeracy teaching strategies
• leaders and teachers review assessment, planning and monitoring schoolwide to ensure high quality practices are embedded consistently
• leaders and teachers monitor students’ regular attendance and respond as required for improvement 

Annually:

• leaders will review and refine the implementation of teachers’ strategies to engage students in successful learning
• leaders will analyse a range of information to support raising learners' engagement and achievement in reading, writing and mathematics and respond for ongoing improvement
• the School Board and leaders review the success of attendance initiatives and plan next action for improvement. 

Expected outcomes

• Consistency in the effective teaching of reading, writing and mathematics.
• Improved learner achievement and increasing parity for all learners.
• Assessment information is used responsively to adjust teaching practices for ongoing improvement.
• Learners can confidently talk about their achievement and goals for future learning.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements. 

Board Assurance with Regulatory and Legislative Requirements

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.

During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

The next public report on ERO’s website will be a School Report and is due within four 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

Sharon Kelly
Director of Schools

9 October 2025