12 January 2009
These are the findings of the Education Review Office’s latest report on Glenbervie School.
Glenbervie School is situated in the rural community of Glenbervie, in the Whangarei area. The well maintained, attractive school has a long history in the district and is a central focus for its community. Staff, students and their families have a strong commitment to the school. The values of respect and personal responsibility underpin relationships within the school. The school’s motto Pathways to Excellence is reflected in the commitment of the school community to providing a student-centred, caring and challenging learning environment.
Students are confident, enthusiastic and engaged learners. They are responsive to the challenges of their learning environment and are proud of their school. Students take pride in caring for the school environment and enjoy positive relationships with their teachers and other students. They have opportunities to develop as independent learners. The school has high expectations of students as leaders and, consequently, students participate in leadership roles and enjoy a wide range of activities outside the classroom. House leaders play a key role in leading and supporting other students and are actively involved in organising school events.
High quality, effective teaching is evident across the school. Teachers work in partnership with their students to help them achieve to their potential and to become self-managing learners. Teaching programmes are responsive to students’ learning needs. Classroom environments celebrate students’ learning. Teachers are reflective and participate increasingly in professional learning and development to enhance their teaching practices. Teachers show high levels of professional collegiality.
Achievement information shows that the majority of students are achieving at, or above, national expectations in reading. In 2007 Year 3 and 4 students achieved above age-related expectations in all areas of numeracy assessed. Although students in Years 5 and 6 made some gains in addition and subtraction, achievement levels in multiplication and division were below expectations. The effective use of achievement information enables teachers to track student progress and to identify appropriate learning programmes for students who require extra support.
The principal is an enthusiastic and inclusive leader who thinks strategically about the development of the school. He knows his staff well and values them as professionals. The principal has a strong vision for the school and, with his staff, aims to create a learning environment in which students can be confident learners and leaders. The principal is creating opportunities for teachers to manage and lead change throughout the school. Senior leaders work well together. They have a focus on continual improvement in all areas of school systems and learning programmes. They use documented, well planned self-review processes. The principal is strategically positioning the school so that it will continue to be responsive to the future needs of students, teachers and the community.
The board of trustees is a cohesive team. Trustees are very supportive of the principal and share his vision for the school. They make good use of effective self-review processes and are responsive to training and guidance. They place a high priority on ensuring that the school can provide for the diverse needs of students and staff.
The school enjoys a special relationship with its community through the families of past and present students. Families/whanau are seen as significant partners in their children’s learning and are welcomed into the school community. Parents and whanau have opportunities to speak with teachers at informal and formal meetings, and special events. Syndicate and school newsletters provide parents with information that helps them to support their children’s learning at school.
This review finds good performance in the area of teaching and learning, which was the school’s specific focus. ERO and the board of trustees agree that the principal and staff should continue to enhance leadership capacity in the school to ensure that the teaching and learning environment meets the needs of 21st century learners and teachers.
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, please contact the school or see the ERO website, http://www.ero.govt.nz.
Elizabeth Ellis
Area Manager
for Chief Review Officer
Glenbervie School Report 2009