ERO Reports

 

 

 

 

 

 

The following report is the conclusion (in full) from the Education Review Office following our last review in May 2008.

 

To the Parents and Community of Greenpark Primary School

 

These are the findings of the Education Review Office’s latest report on Greenpark Primary School.

 

Greenpark School is situated in the suburb of Greerton, south from the city centre of Tauranga and caters for Years 1 – 6 students.

 

The focus of this review is the influence of curriculum management, design and delivery with an emphasis on the arts and their influence on raising student engagement and achievement.  This report evaluates progress in Maori student achievement, as well as professional learning and development.  Several health and safety aspects that may have an effect on students’ emotional and physical safety are also evaluated.

 

Since the last review there has been roll increases and changes in staffing.  More syndicate leaders have been appointed with opportunities to take on leadership roles.

 

To strengthen the delivery of the arts curriculum, a music/drama suite and art studio have been established along with the employment of a specialist teacher and specialist tutor.  Teachers, students and parents enjoy working and learning in a well-resourced environment that has quality facilities including a spacious school hall, two computer suites, a library and many play areas.  All students are encouraged to participate in physical activities, the arts, sporting and cultural events.

 

The dedicated principal, well supported by the deputy and assistant principal, promotes collaborative leadership and decision-making processes within a school culture of ongoing learning and change.  This team works cohesively in leading the school and empowering staff and community to develop a vision and culture where learning is paramount.

 

The school’s strong learning culture and focus on success has resulted in increased levels of student achievement particularly in literacy.  Analysed and well-interpreted data gathered using externally referenced tools indicate that a significant number of students are achieving at and above the national levels.  Maori students are achieving at and above the national levels comparable to non Maori in literacy and numeracy.  In writing they are achieving better in some years than non-Maori.  Student leadership is encouraged and supported through the appointment of house captains, “outstanding citizens” and class leaders.  Students also achieve success in a range of sporting and cultural activities and achievement is celebrated throughout the school.

 

 

Relationships between teachers and students are respectful and positive.  Values promoted in the “Greenpark Way” have created a safe and happy learning environment.  Students with special

learning needs and abilities are identified and provided with additional learning support in an inclusive environment.

 

The quality of teaching practice observed was consistently high with some examples of outstanding practice.  Teachers received focused, quality professional learning opportunities that strongly support their ongoing professional growth and link to the school’s strategic direction.  They establish appropriate expectations for learning and make good use of assessment information to inform planning and teaching for both individuals and groups.  Use of these learning strategies is contributing to higher levels of student engagement and achievement.  The school is providing quality curriculum delivery for students.

 

The school is fostering a strong and successful community partnership through consultation and an open door policy.  Parents are able to be actively involved in their children’s education and their opinions are sought and valued.  The Parent Teacher Association makes a valued contribution in providing resources to aid the educational development of all children who attend the school.

 

Trustees work collectively to ensure that there are high quality outcomes for students.  Decision making by the board is informed by self-review information.  Planning and reporting focuses on improving student achievement, physical health and well being.  The school has made significant progress in addressing recommendations made in the last report.  The board continues to provide effective governance and successfully promotes the school in the wider community.

 

The school complies with all aspects of the “Code of Practice for the Pastoral Care of International Students” and the Provision of English Language Support and maintains a relationship with its sister school Hansin Elementary School in Seoul, South Korea.

 

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.

 

Kathleen Atkins

Area Manager

for Chief Review Officer

 

Text Box: To the Parents and Community of Greenpark Primary School These are the findings of the Education Review Office’s latest report on Greenpark Primary School. Greenpark School is situated in the suburb of Greerton, south from the city centre of Tauranga and caters for Years 1 – 6 students. The focus of this review is the influence of curriculum management, design and delivery with an emphasis on the arts and their influence on raising student engagement and achievement. This report evaluates progress in Maori student achievement, as well as professional learning and development. Several health and safety aspects that may have an effect on students’ emotional and physical safety are also evaluated. Since the last review there has been roll increases and changes in staffing. More syndicate leaders have been appointed with opportunities to take on leadership roles. To strengthen the delivery of the arts curriculum, a music/drama suite and art studio have been established along with the employment of a specialist teacher and specialist tutor. Teachers, students and parents enjoy working and learning in a well-resourced environment that has quality facilities including a spacious school hall, two computer suites, a library and many play areas. All students are encouraged to participate in physical activities, the arts, sporting and cultural events. The dedicated principal, well supported by the deputy and assistant principal, promotes collaborative leadership and decision-making processes within a school culture of ongoing learning and change. This team works cohesively in leading the school and empowering staff and community to develop a vision and culture where learning is paramount. The school’s strong learning culture and focus on success has resulted in increased levels of student achievement particularly in literacy. Analysed and well-interpreted data gathered using externally referenced tools indicate that a significant number of students are achieving at and above the national levels. Maori students are achieving at and above the national levels comparable to non Maori in literacy and numeracy. In writing they are achieving better in some years than non-Maori. Student leadership is encouraged and supported through the appointment of house captains, “outstanding citizens” and class leaders. Students also achieve success in a range of sporting and cultural activities and achievement is celebrated throughout the school. Relationships between teachers and students are respectful and positive. Values promoted in the “Greenpark Way” have created a safe and happy learning environment. Students with special learning needs and abilities are identified and provided with additional learning support in an inclusive environment. The quality of teaching practice observed was consistently high with some examples of outstanding practice. Teachers received focused, quality professional learning opportunities that strongly support their ongoing professional growth and link to the school’s strategic direction. They establish appropriate expectations for learning and make good use of assessment information to inform planning and teaching for both individuals and groups. Use of these learning strategies is contributing to higher levels of student engagement and achievement. The school is providing quality curriculum delivery for students. The school is fostering a strong and successful community partnership through consultation and an open door policy. Parents are able to be actively involved in their children’s education and their opinions are sought and valued. The Parent Teacher Association makes a valued contribution in providing resources to aid the educational development of all children who attend the school. Trustees work collectively to ensure that there are high quality outcomes for students. Decision making by the board is informed by self-review information. Planning and reporting focuses on improving student achievement, physical health and well being. The school has made significant progress in addressing recommendations made in the last report. The board continues to provide effective governance and successfully promotes the school in the wider community. The school complies with all aspects of the “Code of Practice for the Pastoral Care of International Students” and the Provision of English Language Support and maintains a relationship with its sister school Hansin Elementary School in Seoul, South Korea. 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. Kathleen Atkins Area Manager for Chief Review Officer

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