Glamorgan 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 four years to evaluate what is working well for learners and what needs to be improved. 

About the School

Glamorgan School provides education for learners in Years 1 to 6. The school’s vision is for students to thrive in a learning environment that develops, promotes, and celebrates learning and achieving together.

The school roll is 541 and includes 45% New Zealand European/Pākehā, 37% Asian, 6% Māori and 12% from other ethnic groups. A new principal and deputy principal have been appointed since the last ERO review. 

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

Improvement and progress

This section is about the progress the school has made since the February 2021 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements and findings 

The school focused on evaluating the development of the school’s curriculum. School leaders and teachers established a common language of learning schoolwide. This supports student’s access and consolidation in their learning as they progress through the year levels. The school collected feedback from students, staff, and parents/whānau to affirm the positive outcomes of this work.

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.

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.

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 approaching 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 uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
• Assessment information is used well 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 has 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 for 2030.

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

• Students benefit from respectful learning focused relationships that promote engagement in learning.
• Leaders, teachers and staff foster an open, welcoming school environment where parents and whānau feel connected to their children’s learning.
• Attendance through closer monitoring and timely engagement with families. This strategic focus has resulted in a significant increase in regular attendance.
• A collaborative senior leadership team make strategic decisions that support positive learning outcomes for learners and are well supported by the school Board.
• Timely and highly responsive learning support helps individual learner’s success. Staff collaborate effectively with whānau and specialists to develop Individual Education Plans with clear goals and strategies.
• Leaders and teachers use evidence-based approaches in curriculum delivery and teaching and learning practices.
• School improvement goals contribute to a continued focus on raising progress and achievement for learners in reading, writing and mathematics.

Key priorities

• Embed consistent, high-quality teaching and learning in literacy and mathematics to improve schoolwide achievement.
• Develop the integration of te reo Māori and tikanga Māori more visibly into the school curriculum and environment.
• Build leaders and teacher evaluation capability and capacity at all levels.
• Use clear framework to monitor the effectiveness and impact of key initiatives to continue to improve learner outcomes.

Actions to bring about improvement

Within six months:

• leaders develop and share with staff key schoolwide practices in literacy and mathematics to ensure consistency and alignment across year levels
• leaders select and use a schoolwide framework, so everyone uses the same language, tools, and methods to evaluate the impact of teaching and learning

Every six months:

• leaders and teachers engage whānau and community to identify current practices and gaps in the visibility of language, culture, and identity and plan for next steps

Annually:

• leaders and teachers monitor and evaluate student engagement and sense of belonging as a basis for improving in learner outcomes
• leaders and teachers use achievement data to evaluate the impact of explicit teaching and learning practices in literacy and mathematics on student outcomes
• and the Board and leaders review the effectiveness and impact of schoolwide initiatives on improving outcomes for learners, identify future improvement priorities and share with the community.

Expected outcomes

• All learners’ culture and identities reflected through the school curriculum teaching and learning and the physical environment.
• Teaching and learning in literacy and mathematics practices are consistent school-wide to support progress and achievement for all learners.
• The school has a systematic and embedded schoolwide approach for monitoring and evaluating progress and impact of initiatives on learner outcomes.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.

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

Provision for International Students

This section is about the quality of the provision of education for international students enrolled at the school.

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 9 international students attending the school, and 16 short term exchange students.

International students attending Glamorgan School benefit from the school’s inclusive culture and pastoral care. Students and their families are supported well to integrate into the school’s community. They receive responsive English language support that complements high quality classroom teaching and learning programmes.

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

24 November 2025