Glenview School (Hamilton)

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 

Glenview School provides education for students in Years 1 to 6. The school’s roll of 446 includes, 40% of students identify as Māori students, 30% New Zealand European/Pākehā, 20% Asian and smaller numbers of students from a range of ethnic backgrounds.

The school’s vision of 'Bettering our Best' supported by the values of Honesty, Effort, Respect and Engagement, underpins all aspects of school operations for staff and students.

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 July 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

Priorities from the last review were to evaluate how effectively programmes and practices accelerated learning and improved outcomes for all students including challenging learners to excel and achieve excellence.

Findings

A range of responsive programmes and practices support learners at risk to make some accelerated progress. This continues to be a priority for the school. Leaders set targets and prioritise building teacher capability and consistency of school-wide practices resulting in increased numbers of students achieving at or above expected levels in reading, writing and mathematics.

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 1 to 6

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 small majority of students 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.

Approximately 21% of students receive additional learning support and 19% of students participate in English language learning programmes.

• 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 significantly 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 is likely to meet them by 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

• The large majority of students have a strong sense of belonging, benefit from caring relationships with their teachers and peers and are positive about their learning.
• Collaborative leadership fosters and sustains a culture committed to quality teaching and the strategic direction of the school. The Glenview School Board make resourcing decisions to enable students to have equitable opportunities to learn.
• Structured approaches to the teaching of literacy and mathematics are being implemented across the school and supporting strong foundation skills for learning.
• The school’s curriculum enables high levels of engagement in challenging and meaningful learning opportunities. A deliberate focus on developing students’ confidence and understanding of how they learn is well embedded across the school.
• Clear guidelines, high expectations and the provision of professional learning and coaching, strengthens the capability of teachers to respond to the ongoing needs of students.
• Leaders and teachers regularly inquire into their practice and use evidence to plan and implement actions to improve outcomes for learners.

Key priorities

• Increase rates of regular attendance.
• Extend the analysis of achievement data to further inform effective evaluation.

Actions to bring about improvement 

Within three months:

• leaders and the school Board set clear targets to shift rates of student attendance from irregular to regular attendance

Every six months:

• leaders and the Board monitor progress against attendance targets and share key insights with staff and families to strengthen collective responsibility for improvement
• leaders and teachers strengthen the analysis of school-wide data and report on progress over time for students at risk of not achieving and further develop effective strategies to increase rates of accelerated learning

Annually:

• leaders and teachers strengthen the attendance plan strategies and work with parents and whānau to address ongoing barriers to regular attendance
• leaders report on the impact of school actions and practices that improve student progress and achievement and further inform strategic priorities for continuous improvement.

Expected outcomes

• Improved rates of regular attendance meet the Government target of 80%.
• Increased rates of accelerated progress for students at risk of not achieving.
• Strengthened use of school-wide evaluation practices to enable equitable and excellent outcomes for all students.

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

27 January 2026