Enner Glynn School

The same report — the board assurance report of 29 October 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.

ERO and the board have identified the following areas of non-compliance during the board assurance process:

Evidence of referee check as part of safety checking of workforce [Children’s Act 2014]

Evacuation Plan submitted to Fire and Emergency Evacuation Plan [ Fire Safety, Evacuation Procedures, and Evacuation Schemes Regulations 2018]

In consultation with the school's Māori community, developed and made known to the school's community policies, plans and targets for improving the progress and achievement of Māori students [Sections 127 (1)(d), 139 Education and Training Act 2020]

The board has since taken steps to address the areas of non-compliance identified.

Read this board assurance report on ero.govt.nz →

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 313 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. June 2019

   343

   Counted while ERO’s review team was at the school. Education Review Office, report of 1 August 2019

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 29 October 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

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

Enner Glynn School is a Years 1 to 6 school located in Nelson. The school’s mission is to take shared responsibility for ensuring all students’ learning is at a high level so they can be successful in their future.

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

Most learners are positively engaged in learning and achieving well.

Most learners achieve at expected curriculum levels in reading and mathematics and the majority in writing; very few learners achieve above expected curriculum expectations in these three areas.

Some groups of learners are not achieving as well as others; the school has yet to address the significant disparity for Māori learners in literacy and mathematics and boys do not achieve as well as girls in literacy.

An increasing proportion of learners can talk knowledgeably about what they are learning and how well they are doing.

The school is meeting the Ministry of Education’s target for regular attendance.

Conditions to support learner success

Leaders ensure effective planning, coordination and evaluation of the school’s curriculum and teaching.

Leaders have developed coherent systems and processes, supported by evidence-based professional learning and research, to help grow and strengthen teaching practice and improve learner outcomes.

Leaders use a coaching framework that effectively supports reflection, accountability and improved teaching practices.

Leaders’ high expectations for ongoing improvement and for focusing on student learning are clear, shared, monitored and increasingly embedded in teaching practice.

Teachers create orderly and increasingly collaborative learning environments.

Teachers work collaboratively to plan teaching and take collective responsibility to improve learner outcomes within their teams; learning time is increasingly maximised and learners are supported to engage, experiment and apply new learning.

Teachers and leaders’ relationships with learners are increasingly founded on mutual trust and allow learners to seek help when required.

Learners have sufficient opportunities to learn across the curriculum; there is an increasingly consistent focus on supporting learners to gain sound literacy and mathematics skills.

Conditions that support learner success are being established.

The board is taking steps to develop an ongoing work plan and review its own practices to enable informed decision making that support improved outcomes for learners.

Partnerships with parents and whānau are being strengthened through regular communication and sharing of learning information.

The curriculum is beginning to reflect local contexts and build teachers’ and learners’ knowledge, skills and understanding in te reo Māori, tikanga Māori, mātauranga Māori and te ao Māori.

Teachers’ professional learning is increasingly linked with strategic goals to improve teaching practice and learning.

Part B: Where to next?

The agreed next steps for the school are to:

identify and respond to learners’ needs early, using evidence-based interventions, and evaluate the impact of these on learner outcomes

continue literacy professional learning, with a focus on writing; embed structured literacy teaching practices and monitor the impact of these on learners’ progress

review and evaluate literacy pathways, assessment and teaching practices across the school in response to professional learning and changes to The New Zealand Curriculum

work with Māori whānau to support improved progress and achievement for Māori learners

sustain levels of regular attendance to support learning and progress.

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

Within six months:

consult with Māori whānau about what is working for them and what is not, how they would like to work together and ways the school can further support their children’s learning and engagement

review literacy progression pathways in response to professional learning and changes to The New Zealand Curriculum to ensure these are clear and consistent

Every six months:

review, monitor and analyse progress, achievement and wellbeing information and respond to emerging needs

identify learners who may require additional support and implement early interventions to support these learners and monitor their progress and achievement

Annually:

evaluate the impact of interventions to support identified learners’ progress and achievement and respond to findings

consult and work with Māori whānau to collaboratively support improved progress and achievement for Māori learners

analyse and report to the board on attendance, progress and achievement information, including for gender and ethnicity, to enable effective comparisons for groups and over time and inform planning.

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

improved progress and achievement for all students and groups of learners

effective evidence-based strategies for lifting progress and achievement

coherent literacy pathways and assessment and teaching practices across the school

strengthened relationships between whānau and the school

sustained levels of regular attendance.

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

29 October 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

Read this report on ero.govt.nz →