ERO Report

To the Parents and Community of Glen Eden Intermediate School

These are the findings of the Education Review Office’s latest report on Glen Eden Intermediate School.Glen Eden Intermediate in Waitakere City is a large school that continues to provide high quality learning opportunities for Year 7 and 8 students.  Students, with teacher support, are motivated to participate in a variety of activities made possible through the delivery of a broad curriculum.  The inclusive, celebratory environment in which they learn promotes success.  The 2002 and 2005 ERO reports found that effective professional leadership, focused on continuous improvement, had contributed to the positive culture of the school.  Both ERO reports commended the school for the caring, respectful relationships evident amongst pupils and between pupils and staff.  These good practices have been well sustained.

Students are confident and articulate and are able to advocate their ideas in class discussions, which require students to think and develop understandings about the world around them.  Good self-management skills mean that students are well prepared for lessons and engage fully in learning experiences.  They know the purpose of lessons and are familiar with the language of thinking and inquiry.  As a result, students are able to plan their work independently and follow through investigations that answer questions they have developed.  Through their actions, students show a good knowledge and appreciation of the school’s values.  They are proud to be at Glen Eden Intermediate and contribute to the life of the school by seeking leadership opportunities that are available to them.  International students are provided with high quality pastoral care and support and enjoy the same opportunities to participate in the wide variety of activities available to all students.  Overall, student achievement is high, in comparison with national norms for achievement in reading and mathematics, the two learning areas in which achievement information is collated school-wide.

Teachers appreciate the achievements and contributions of colleagues and students.  They model positive social interactions and an enthusiasm for teaching and learning.  Teachers ensure a good pace to lessons, providing students with a wide variety of learning opportunities and a balanced curriculum that represents their interests.  Senior managers and teachers maintain a strong school culture by articulating their high expectations of students to achieve and by promoting inquiry as an important feature of life-long learning.  Teacher aides are integral to the delivery of support programmes and are well trained for this task.  Ancillary staff have a positive impact on the successful operation of the school by helping students and staff to focus on quality learning time.

The management team has a very good understanding of the needs of Year 7 and 8 students.  Senior managers effectively oversee the development of programmes that suit students’ learning requirements and interests.  They coordinate the strengths and talents of staff well to ensure the successful operation of the school.  The principal has a visible presence in the school and is approachable.  He communicates successfully with different parents and community groups, thereby ensuring a very good home and school partnership.  In response to parents’ aspirations, the senior management team has led the development of a curriculum that reflects the school’s local environment.  The school’s environmental education programme is one example of the emphasis that the school places on students’ involvement in the community.

The board comprises trustees who are knowledgeable about school operations and who bring a variety of areas of expertise to their roles.  Board members have undergone training in their governance roles.  Trustees are very supportive of the principal and staff and fund resources and initiatives to enhance school programmes.  Trustees are committed to strengthening the bonds between the school and its community and view the number of local groups that use the school’s modern facilities as a way in which the school is able to serve as a hub for the local area.

The focus area for this report, suggested by the school and agreed to by ERO, is an evaluation of the implementation and effective use of thinking skills and language across learning areas.  The report also evaluates Māori and Pacific student achievement, the school’s provision for international students, and preparations the school has made for the implementation of the New Zealand Curriculum in 2010.  ERO recommends that the board, senior managers and staff continue to refine current initiatives in order to consolidate and enhance formative assessment practices.

Future Action

ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.  ERO is likely to review the school again as part of the regular review cycle.

Review Coverage ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues.  The aim is to provide information on aspects that are central to student achievement and useful to this school.

If you would like a copy of the full report, see the ERO website, http://www.ero.govt.nz.

Elizabeth Ellis

Area Manager

for Chief Review Officer