Glen Eden School

School Evaluation 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.

Context 

Glen Eden School, in West Auckland, educates children from Years 1 to 6. The bilingual unit provides a te reo Māori pathway for tamariki in Years 4 to 6. The school vision ‘empowered proud students’ leads the school in partnership with whānau, families and the local community.

There are three parts to this report.

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation. 

Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle. 

Part A: Previous Improvement Goals 

Since the October 2022 report ERO and the school have been working together to evaluate how effectively programmes and practices accelerate learning and improve outcomes for all learners. 

Expected Improvements and Findings 

The school expected to see:

Teachers supporting all tamariki to have the capability to use a range of tools to enhance their learning.

• Children can now self-assess their writing and identify their next learning steps.
• Children can now speak about their learning and regularly share this with whānau.

Staff members who are highly skilled, motivated, and confident educators.

• Staff proactively engage in developing their teaching and learning practices.
• They seek and participate in relevant professional development programmes that strengthen their classroom programmes.
• School leaders see effective implementation of teaching programmes that improve outcomes for all learners during their regular class observations.

Tamariki who are Māori experiencing success as Māori as defined by the Glen Eden Graduate Profile.

• Tamariki Māori experience successful participation as Māori through activities and celebrations that promote and value te ao Māori.

Other Findings 

During the course of the evaluation, it was found that by developing explicit literacy and mathematics planning, and teaching and learning expectations, teacher practice and capabilities strengthened resulting in improved outcomes for all students.

The greatest shift that occurred in response to the school’s action is the systematic approach by leaders to coaching and mentoring teachers. This was effectively achieved through regular planned professional development in literacy and mathematics. 

Part B: Current State 

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing 

• Majority of learners achieve at or above the expected curriculum levels in reading, writing and mathematics. 
• Māori and Pacific learner progress has improved over time; accelerated progress for some learners is evident. 
• Learners know and express the school values, have a strong sense of belonging and purpose, and are confident in their identity. 
• The majority of students attend school regularly; staff continually use specific strategies that encourage improved attendance rates; the school has yet to meet the Ministry of Education target for regular attendance and has a focus on improving attendance.

Conditions to support learner success

• Leaders foster a culture of high relational trust committed to high quality teaching and learning, that maintains a teaching team loyal to the school and focused on improving learner engagement.
• Leaders are continually engaged in professional knowledge building with teachers to enhance teaching effectiveness.
• Evidence-based interventions align to the school’s established priorities and meet the many different needs of learners.

• An intentional focus on literacy and mathematics teaching and learning is improving learner progress and achievement.
• Learners participate in a wide range of experiences across the breadth of the curriculum that engage them in learning. 
• The curriculum increasingly reflects local contexts so learners can see themselves, their identity and culture. 

• Learners engage in an inclusive, responsive environment that empowers them to achieve their best.
• Leaders and staff foster strong relationships across a wide range of professional networks, including mana whenua, to support capability building, improvement and innovation.
• Leaders and staff proactively foster a productive partnership with whānau that enables them to play a valuable part in their child’s learning journey. 

Part C: Where to next? 

The agreed next steps for the school are to: 

• continue to collaborate with mana whenua to develop a local curriculum, that provides relevant contexts for learning and broadens the school community’s knowledge and understanding of the local area 
• further develop assessment practices that inform teaching and learning programmes that promote excellent and equitable outcomes for all learners
• continue to seek opportunities to meaningfully engage with whānau to develop shared learning partnerships and improve attendance rates to support learner success.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months:

• in collaboration with mana whenua and the school community, redesign a local curriculum based on the new school pepeha 
• leaders and teachers begin to implement, review and evaluate learning progressions in reading, writing and mathematics to ensure teaching and learning programmes meet the needs of all learners
• teachers will share the learning progressions with all learners and their whānau, so they all understand and support student progress and achievement.

Every six months:

• leaders and teachers report attendance rates and progress and achievement information to the board and the school community and 
• leaders and teachers continue to regularly analyse student data, adapt teaching and learning support programmes to accelerate the progress of priority learners.

Annually:

• consult with mana whenua and the school community about the local curriculum content and implementation to inform the next year’s learning programme
• leaders gather and analyse information to evaluate learner progress, teacher practice, attendance rates and student and whānau voice, to inform school priorities and strategic goals
• leaders evaluate and report to the school board the impact of learning support programmes for priority learners to inform future resourcing and professional development decisions. 

Actions taken against these next steps are expected to result in:

• a local curriculum that supports students’ strong sense of belonging, knowledge and connection to the area 
• explicit learning progressions in reading, writing and mathematics frequently used and understood in all classrooms by teachers and students 
• increased whānau engagement with their child’s learning journey, improved attendance rates and outcomes for all children.

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

2 September 2024

About the School

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