Glendowie 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.

About the School

Glendowie School teaches students in Years 1 to 8. The school provides an International Baccalaureate (IB) curriculum based on inquiry principles and part of the school provides a Montessori programme. It also hosts a satellite classroom for Sommerville Special School. Approximately one third of the school roll of 650 students have English as an additional language.

Part A: Parent Summary

How well placed is the school to promote educational success and wellbeing?

How well are learners succeeding?Success and progress for all learners is increasing.What is the quality of teaching and learning?Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics.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 reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress.

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 table outlines how well students across the school meet or exceed the expected curriculum level.

Foundation Skills

 Reading

Most learners meet or exceed the expected curriculum level.

Results are not yet equitable for all groups of learners.

Writing

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

Results are not yet equitable for all groups of learners.

Mathematics

Most learners meet or exceed the expected curriculum level.

Results are not yet equitable for all groups of learners.

Attendance

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 not yet reducing over time.

Assessment

The school is improving its approach and the reliability of its practices to accurately 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

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 and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.

An explanation of the terms used in the Parent Summary can be found here: Reporting | Education Review Office

Part B: Findings for the school

This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.

Areas of Strength

Glendowie School provides high levels of inclusion for all learners. Collaborative teaching practice is an area of strength. A stable leadership team creates conditions to drive the school’s strategic agenda.

Critical thinking skills, problem solving and inquiry are promoted through the school’s International Baccalaureate curriculum. Structured reading, writing and mathematics are embedded through the curriculum.

Leaders and teachers regularly evaluate students’ learning outcomes to develop strategies to increase and achievement. The board and leaders provide professional development to continue to build the collective capacity of teachers and learning assistants.

Key priorities and actions for improvement 

The agreed next steps for the school are to:

• further support equitable outcomes for Māori and Pacific learners
• provide further professional development for teachers to address the needs of learners with additional needs, including those with English as an additional language
• further refine assessment tools, strategies and processes to monitor and report the progress of learners

Every six months:

• teachers will collaborate to share accelerative practices to enhance leaners outcomes for Māori and Pacific learners
• leaders and teachers will review the current level of support for learners at risk of underachieving, including those with English as an additional language, to ensure successful outcomes for all learners
• leaders will create a plan to review assessment tools, strategies and processes to ensure clarity and cohesion for teachers and learners

Annually:

• leaders and teachers will evaluate the impacts of shared accelerative practices on Māori and Pacific learner outcomes
• leaders will report to the board on outcomes for those learners at risk of underachieving, to inform strategic resourcing and planning
• leaders and teachers will collect a range of feedback to review and evaluate the effectiveness of assessment tools, strategies and practices used across the school.

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

• accelerated practices for learners whose entry levels are low, and those practices which further support equitable outcomes for Māori and Pacific learners, will be embedded across the school
• teachers being provided with additional support to meet the needs of learners with additional needs, including those with English as an additional language
• strengthened assessment strategies, tools and processes being used to extract the best information to support continued acceleration of student achievement.

Part C: Regulatory and Legislative Requirements

Provision for International Students

Background

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 35 international students attending the school, and 0 exchange students.

International students receive high quality teaching and learning experiences at Glendowie School, which provides an International Baccalaureate curriculum. Programmes are regularly evaluated, and effective systems are in place. International students are well cared for and involved fully in the life of the school and community.

Board Assurance with Regulatory and Legislative Requirements

All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.

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

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

ERO has identified the following area of non-compliance during the board assurance process:

• ensure that staff appointments safety checking process includes a record of a completed risk assessment.
  [s31 Children’s Act 2014]

The board has addressed the area of non-compliance identified.

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 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

Sharon Kelly
Director of Schools (Acting)

19 May 2025

Education Counts

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