Rosehill School - 30/06/2017

Summary

Rosehill School has a roll of 224. It provides education and care for children with complex social, physical and educational needs. It caters for students from Year 1 and until they turn 21 years old. At the time of the review 35 percent of the roll were Māori, 24 percent Pākehā and 21 percent of Pacific heritage. There are 11 other ethnicities represented in the school.

Beyond the base school there are 16 satellite classes hosted by eight local schools with further sites planned in the near future. The school also operates an outreach programme for mainstream students and Te Ara Poutama, the transition unit for senior students.

Since the 2014 ERO evaluation there has been changes in the board of trustees and senior leadership. The school has continued to grow and there has been increased responsiveness to Māori success as Māori and focused consultation with whānau through the IEP (Individual Education Plan) process. A new Associate Principal was appointed in 2016 and a new principal in 2017.

The school has effective strategies and sustainable processes to achieve equitable outcomes for all students.

How well is the school achieving equitable outcomes for all children?

Rosehill School is increasingly effective in achieving equitable outcomes for all its students. Frequent reporting to and consultation with individual families ensures there are meaningful home/school partnerships. Parents are central to all decision-making about their child.

The board maintains a strong financial position. This ensures the school is well resourced and that ongoing professional development is available for all staff to provide the best learning outcomes for the students. Teachers have participated in an extensive range of professional development that has enhanced their knowledge of specialist programmes and resources.

Students’ progress is closely monitored. IEP goals are revisited each term and modified as necessary. The school also uses a range of standardised assessment tools to track the achievement of students working within The New Zealand Curriculumlevels. Progress is celebrated and reported twice each year to parents.

The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

ERO is likely to carry out the next review in three years.

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school is effectively responding to Māori and other children whose learning and achievement needs acceleration.

As a school catering for students with special needs, all learners’ achievement needs acceleration. The school charter identifies the vision that students will be equipped with the skills and tools for lifelong learning. The strategic aim is for students to make fine grained progress as measured by individual assessment within their own individual education plans (IEPs).

The IEPs are responsive to Māori students and whānau identified needs and aspirations. Personal consultation through the IEP process enables whānau to express their views and co-construct goals and expected outcomes for their children.

Overall, children are achieving well. Some students are achieving within the first three levels of The New Zealand Curriculum (NZC) and others are doing NCEA (National Certificate of Educational Achievement) at the adjacent Rosehill College.

While leaders at Rosehill School have gathered considerable assessment data about students’ achievement in reading, writing and mathematics, this information has not been analysed to show achievement trends in ethnicity or gender. The achievement of IEP goals has not been analysed to indicate patterns of progress or success. School leaders agree that it is now timely to strengthen their analysis and use of achievement data across the school.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school has multiple processes, services and strategies to enable the achievement of equity and excellence for all learners.

The board and leadership team have a strong focus on meaningful and positive relationships. They are committed to high quality communication within the school and with their community. This has resulted in genuine learning partnerships with families and whānau that enhance students’ engagement and learning.

The leadership team builds relational trust and collaborative teamwork at every level. They each lead syndicates and provide opportunities for professional discussion as classroom, syndicate and whole school groups. This ensures that staff in satellite classes remain well connected with the school and actively engaged in the school’s extensive professional development programme.

The development of curriculum leaders across all NZC learning areas has promoted a holistic curriculum for students, and has distributed leadership roles throughout the school.

The school provides wrap-around support for students and their families. Examples of specialised support include:

  • regular assessment and guidance from the therapy team of occupational, physio and speech language therapists

  • access to a school counsellor, a social worker and a psychologist

  • an outreach service to several students in mainstream schools

  • personal support for families when needed by providing transport, attendance at consultations and information in relation to the medical wellbeing of students.

The school has established Te Ara Poutama, a transition unit for the oldest students to prepare for life in the community. As well as supporting students’ increasing independence, the unit finds work experience for those who are capable, and encourages all students to work towards their personal goals.

There are significant opportunities for students to effectively engage with the community, including the Special Olympics, Riding for the Disabled, kapahaka groups and many events at the schools that host satellites classes.

Students learn in caring, collaborative and inclusive learning environments. Teachers know them well and respond individually to different capabilities and needs. Teacher aides are an integral and valued part of students’ learning. As a team, adults maintain cheerful settings and encourage individual effort.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

The board, new principal and leadership team have identified several areas for further development. They plan to evaluate the school charter with a view to it becoming a more relevant, living document that better guides decision making and reflects the school’s strategic direction. Plans for improvement include discovering more about students’ achievement trends and how this information can be used to further accelerate learning.

Leaders also recognise the need to enhance the whole school focus on teaching as inquiry and to analyse and use achievement data more effectively. Improved inquiry practices will enable teachers to develop better evidence to support their appraisal process.

Teachers integrate te reo Māori and respect tikanga within the curriculum. They could now further consider their responsiveness to Pacific and other family cultures.

Leaders have established relevant networks with associate and deputy principals’ groups, Rosehill Community of Learning|Kāhui Ako (CoL) and other special schools. They have identified the need to further develop the use of digital technologies, investigate modern approaches to individual learning and to continue fostering cultural responsiveness.

Board assurance on legal requirements

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

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

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration and certification

  • processes for appointing staff

  • stand down, suspension, expulsion and exclusion of students

  • attendance

  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014

To improve current practice, the board of trustees should establish a formal two yearly consultation process regarding the health curriculum.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • formalise and document internal evaluation to support ongoing improvement in student outcomes

  • strengthen teaching as inquiry to build teachers’ capacity as reflective practitioners

  • improve appraisal systems and practices to reflect Education Council expectations.

ERO is likely to carry out the next review in three years.

Violet Tu’uga Stevenson

Deputy Chief Review Officer Northern (Acting)

30 June 2017

About the school 

Location

Papakura, Auckland

Ministry of Education profile number

1472

School type

Special School (Years 1 to 13)

School roll

224

Gender composition

Boys 64% Girls 36%

Ethnic composition

Māori
Pākehā
Samoan
Indian
Cambodian
Cook Islands Māori
Tongan
Fijian
other

35%
24%
10%
5%
4%
4%
4%
3%
11%

Provision of Māori medium education

No

Review team on site

May 2017

Date of this report

30 June 2017

Most recent ERO report(s)

Education Review
Education Review
Education Review

March 2014
December 2010
November 2007