Greenmeadows Intermediate

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

Greenmeadows Intermediate is located in Manurewa, South Auckland and provides education for students from Year 7 to 8. The school’s vision is ‘Piki ki te Rangi’ (Reach for the Sky) and its values are ‘tolerance, perseverance, respect and cooperation’.

Greenmeadows Intermediate has a bilingual Māori unit, Te Whanau o Tamapahore. There are two Rosehill School satellite classes onsite.

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.

Part A: Current State

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

Learner Success and Wellbeing 

Learning outcomes are improving for most students.

• Most students begin Year 7 achieving below curriculum expectations in reading, writing and mathematics; by the end of Year 8, a small majority of students achieve at or above curriculum expectations in reading, writing and mathematics.
• Students with additional needs are well supported through a range of targeted initiatives; a small majority of these learners make accelerated progress in reading, writing and mathematics.
• A large majority of students attend school regularly; the school is progressing well towards meeting the Ministry of Education’s target for regular attendance.   

Conditions to support learner success

Strategic and considered leadership drives improvement to teaching and learning to promote students’ success. 

• Leaders foster and sustain a culture focussed on improving the quality of teaching with high levels of trust and collaboration.
• Leadership sets and pursues targets and improvement goals, including promoting progress for those students with additional learning needs.
• Leaders build and sustain strong educationally focused relationships with other education providers and community groups, including iwi.

Teachers are embedding a responsive curriculum and effective teaching and learning practices.

• Students have access to a broad range of learning opportunities; students are increasingly supported to gain sound foundational skills in reading, writing and mathematics.
• The curriculum increasingly reflects local contexts that build on learners’ experiences, knowledge and understanding.
• Teachers create orderly and collaborative learning environments that support learners to engage in and apply new learning.

Key conditions that underpin successful schooling are strengthening to support improvement over time. 

• Teachers regularly work collectively to inquire into aspects of their teaching practice to support learner progress and achievement.
• Leaders and teachers facilitate regular parent and whānau engagement and participation in the life of the school to support students’ learning.
• The board is well informed and evaluates information to identify improvement priorities and appropriate resourcing decisions.
• Leaders and teachers use evidence to coherently plan and monitor the school’s strategic improvement cycle in a range of ways that sustain a focus on improvement.

Part B: Where to next?

The agreed next steps for the school are to:

• continue to implement strategies to improve the rate of students’ regular attendance 
• embed effective teaching strategies in reading, writing and mathematics consistently across the school to engage students in their learning and to raise overall achievement
• be more deliberate in teaching approaches to accelerate the progress of learners who need to meet expectations for achievement.

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

Every six months:

• continue to implement, monitor and support teachers’ effective teaching strategies in reading and writing and mathematics to build their knowledge and consistent use of effective practice across the school
• monitor students’ progress and achievement to support acceleration where needed and improve overall learning outcomes
• monitor attendance to ensure the strategic focus on regular attendance levels is increased.

Annually:

• evaluate and report on the effective implementation of reading, writing and mathematics teaching strategies and its impact on students’ learning outcomes 
• report on improvements in student achievement and attendance to the board to inform ongoing planning for improvement.

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

• improved levels of students’ attendance, engagement, progress and achievement, including improved equitable outcomes for Māori students
• effective teaching strategies in reading, writing and mathematics established school wide.

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

11 December 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