The following report is the conclusion (in full) from the Education Review Office following our last review in May 2011.  To view the full report on the Education Review Office website, please click on the tab below:

To the Parents and Community of Greenpark Primary School

Context

What are the important features of this school’s context that have an impact on student learning?

Greenpark School, located on the outskirts of Tauranga, caters for students from Years 1 to 6. It has a current roll of 746, including 126 students who identify as Māori, and 15 international students. Since the previous review, professional leadership and staffing have remained stable and the roll has continued to grow.

The school's vision is to develop students who are able to become increasingly confident, competent contributors to New Zealand society. The values of honesty and respect as stated in the Greenpark Way are actively promoted and practised in the school. Parents and students appreciate the school's strong commitment to the performing arts and sport.

Greenpark School has a review history with ERO that demonstrates its effective promotion of student achievement and progress.

Learning

How well are students learning – engaging, progressing and achieving?

Assessment information gathered in 2010 about reading and mathematics shows that the range of achievement is similar to national comparisons. Mathematics achievement data gathered from 2008 to 2010 indicates many students made better than expected progress during this period of time. These findings are based on information from the extensive range of assessment tools being used to monitor student achievement and progress. School leaders use this information to report to the board of trustees, evaluate the effectiveness of programmes, and identify students who require additional support or extension. Teachers use assessment information to group students and design appropriate programmes of learning.

Teachers know students well and ERO observed high levels of student engagement in interesting and well-paced class programmes.

The comprehensive, support and extension programmes provided are of high quality and are regularly reviewed. Student achievement is closely monitored by an experienced and knowledgeable special needs coordinator.

How well are Māori students learning – engaging, progressing and achieving?

The school has identified that in literacy and mathematics Māori students are achieving at similar levels to national comparisons. The implementation of a sequential te reo Māori programme and an enthusiastic kapahaka group provide opportunities for Māori students to experience success in their language, culture and tikanga.

The board should seek to further develop their partnership for learning with Māori whānau by:

• consulting parents and whānau about the aspirations they have for their children
• extending opportunities for Māori students to express their cultural identity.

Curriculum

How effectively does this school’s curriculum promote and support student learning?

The Greenpark School curriculum is highly effective in promoting student learning. It was reviewed by school leaders to identify key knowledge and skills relevant for their 21st century learners and to reflect the principles of The New Zealand Curriculum.

Factors contributing to the effectiveness of the school's curriculum are:

• high quality teaching practice
• collegial leadership and teaching teams
• skilled specialist teachers for music, drama, dance and art
• well organised and resourced learning environments that have ready access to information and communication technologies.

Respectful and reciprocal relationships among students and teachers are enhanced by the school's high expectations for learning and behaviour. Students enjoy participating in a wide range of rich learning experiences.

Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to continue to provide high-quality education for its students. The school's reflective approach to both planned and incidental self review, contributes to maintaining and improving its performance. Trustees and school leaders work cooperatively with a focus on school improvement and are committed to working in the best interest of students and their families. They recognise the potential benefits of succession planning and are committed to growing leadership within a knowledgeable and competent teaching team. School values are well embedded and reflected in the positive relationships among students, teachers and the wider-school community.

Agreed priority for review and development

ERO and school leaders agree that the provision of ongoing professional development continues to further develop and embed high quality teaching practice. Emphasis should be placed on teachers consistently:

• using both formal and informal assessment information to provide programmes that meet students' changing individual learning needs
• implementing strategies that support students to understand what they are learning, why they are learning it, and how they will be able to use their new learning.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. At the time of this review there were 15 international students attending the school.

The school has attested that it complies with all aspects of the Code.

ERO’s investigations confirmed that the school’s self-review process for international students is thorough.

Provision for students in the school hostel

Greenpark School does not have a school hostel

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed an ERO Board Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

• board administration
• curriculum
• management of health, safety and welfare
• personnel management
• financial management
• asset management.

During the review, ERO checked the following items because they have a potentially high impact on students' achievement:

• emotional safety of students (including prevention of bullying and sexual harassment)
• physical safety of students
• teacher registration
• stand-downs, suspensions, expulsions and exclusions
• attendance.

Recommendations to other agencies

Not applicable

When is ERO likely to review the school again?

ERO is likely to carry out the next review in four-to-five years.

Richard Thornton
National Manager Review Services
Northern Region

16 May 2011

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