Glendowie Kāhui Ako

Ehara taku toa i te toa takitahi engari he toa takitini
Success is not the work of one but the work of many

Churchill Park School

Churchill Park School is a full primary school with a roll of 437 students. New Zealand European/Pākehā students make up 65 percent of the roll, and Māori students five percent. There are smaller numbers of students from many different cultural groups. There are also students from other European countries, Pacific islands, and countries throughout Asia and the Middle East.
The school promotes environmental awareness, sustainability and student citizenship. Its five strategic growth goals are Hauora (wellbeing), Ako (learning), He Tangata (people), Whanaungatanga (engagement), and Kaitiakitanga (resources).
The school’s vision is “to grow future focused global citizens, who are literate and numerate, and demonstrate the school’s learner qualities and enviroschool principles”.

Glendowie School

Glendowie School, located in attractive grounds close to the Tamaki estuary, in the east Auckland suburb of Glendowie, is a large primary school catering for students from Years 1 to 8.Since the 2009 ERO review the school has undergone profound changes. An extensive fire destroyed most of the school’s buildings and resources early in 2011. School leaders, staff and community responded with resilience and rapidly established a place for children to learn. The final result is a modern, future-focused learning environment that is both reflective of, and responsive to, the school’s educational vision.Provision is made for families to choose and apply for an alternative curriculum pathway in the school. A Montessori integrated unit is on-site as part of the primary campus.ERO’s 2009 report identified strengths in school governance and leadership that supported high levels of student achievement and learning. These practices have been sustained and further developed.The school’s culture is one in which children and teachers work and learn together collaboratively. Social responsibility is a key value actively promoted by all who participate in and contribute to the school’s success.

St Heliers School

St Heliers School is a full primary (Years 0 to 8) of 710 children. The school roll comprises 48 percent Pākehā, four percent Māori, two percent Pacific and the remainder is made up of children from a diverse range of ethnicities.
Since the 2014 ERO evaluation professional learning and development for team leaders has focused on establishing a coaching approach to support and continually build teachers’ practice. St Heliers School is a member of the Glendowie Community of Learning|Kāhui Ako (CoL).
The board, senior leadership team and teachers have been responsive to areas for development identified in the 2014 ERO report. As a result staff appraisal systems and the quality of internal evaluation have continued to improve.

Glendowie College

Glendowie College is a well-established co-educational school in Auckland that provides education for students in Years 9 to 13. The school draws students from an increasingly diverse community. Since the 2011 ERO review, the roll has increased by almost 100 students. There are high levels of community confidence in the quality of education in the school, the holistic wellbeing and success of students, and the efforts that are made to provide a broad curriculum.

A focus on excellence and high expectations for student achievement and broad educational opportunities guide the school’s vision. A culture of care and respectful relationships remains a strong feature of the school. Students continue to benefit from the school’s commitment to self-review and school improvement.
A new principal was appointed at the beginning of 2015. Sound school governance, leadership and systems, as well as staff continuity provide stability and a strong foundation for school direction.
The board of trustees is completing a long-term property plan and continues to provide resources and facilities that support student learning.
The 2011 ERO report noted that governance and financial management of the school was effective, and that high quality leadership was a key factor in the school’s success. The report also noted that senior leaders actively responded to needs identified through good self-review processes. These features are still evident in the school.


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