Glentunnel 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 4 years to evaluate what is working well for learners and what needs to be improved. 

About the School 

Glentunnel School is located in Mid Canterbury and provides education for learners in Years 1 to 6. The school’s roll is currently 100. 79% of learners identify as Pākehā | New Zealand European, 19% as Māori, and 2% as Asian. 

The school’s vision is Achieving our potential! Accepting challenge, bringing effort and persevering. He rākau morimori, e kore e taea te piki. The school’s values and the related social skills are Whanaungatanga - Relationship Builder, Mahi Tahi - Growth Mindset, Wananga - Confident Communicator, and Manaakitanga - Respectful Citizen.

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

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. 

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 a consistent focus on supporting learners to gain foundational 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 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. 

Less than a third 

Less than half 

Small majority 

Large majority 

Most 

Almost all 

0 to 33%

34 to 49%

50 to 65%

65 to 79%

80 to 90%

Over 90%

Reading

Most learners meet or exceed the expected curriculum level. 

Results are not yet equitable for all groups of learners. 

Writing

Most 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 equitable for all groups of learners. 

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 learners attend school regularly.
• The school is approaching the target of 80% regular attendance.
• The school is developing a suitable plan to improve attendance.
• Regular attendance is not yet improving towards or beyond the target.
• Chronic absence is not yet reducing over time.

Assessment 

This section is about how the school assess learner progress and achievement.

• The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
• Teachers are developing assessment information 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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set 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

• Learners experience a strong sense of belonging and are offered a range of opportunities to explore their culture and identity.
• Teachers design and implement targeted, personalised learning programmes to support students with unique learning needs.
• School leaders foster a culture committed to providing quality teaching and learning programmes that enhance student wellbeing and ensure inclusivity.
• Structured literacy approaches are well-established across all year levels of the school. The school is implementing structured mathematics programmes that align with the new curriculum.
• Learners benefit from a broad curriculum which draws on community partnerships and is focused on developing the literacy and numeracy skills of learners.
• Staff are provided with professional learning opportunities to enable them to take a structured approach to learning and development.
• Effective systems and processes are in place to ensure all staff can contribute to ongoing school evaluation and improvement.

Key priorities 

• Embed collaborative practices in reading, writing and mathematics to ensure continued improvement in student progress, achievement and equity.
• Increase teachers’ understanding of assessment and moderation processes aligned with the new curriculum.
• Strengthen community partnerships that lead to increased regular attendance that meet the government targets.

Actions to bring about improvement:

Within six months:

• leaders and teachers review and refine assessment and moderation processes to align with the new curriculum
• leaders and the School Board engage with the school community to review current attendance initiatives and identify steps to improve student attendance 

Every six months:

• leaders and teachers analyse student progress and achievement information and respond to identified learning needs and trends
• leaders and teachers evaluate the effective use of assessment and moderation processes across the school to guide on-going improvement
• the School Board leaders review schoolwide attendance information and report to the community on the progress made towards meeting attendance targets

Annually:

• leaders evaluate and report to the Board on the impact of teaching, learning and assessment practices on students’ progress and achievement
• the School Board and leaders review and evaluate community-related initiatives that have been successful in raising levels of regular attendance, with a focus on informing next steps.

Expected outcomes

• An embedded schoolwide curriculum will improve achievement outcomes for all learners.
• Cohesive schoolwide systems and processes for gathering assessment information.
• School attendance rates will increase to meet the government target of 80%. 

Regulatory and Legislative Requirements

This section of the report is about how the school meet 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 (Acting)

4 September 2025