Roydvale School - 27/09/2017


Roydvale School has a roll of 285 children. This includes 19 children who identify as Māori and 33 as Chinese. The school has a wide range of other cultures. An increasing number of children have English as a second language.

Since the previous 2014 ERO report there have been a number of staff changes, including at senior and middle management levels.

The school has made good progress in addressing the recommendations of the previous ERO report. A comprehensive review of the curriculum has resulted in the development of a new Roydvale School curriculum, which has been partially implemented. The school has established good systems for assessing data, monitoring and supporting students whose learning requires acceleration. There are sound systems for the moderation of teacher judgments. There is still a need for a more evaluative approach across school operations.

Achievement information shows that while many children achieve well against the National Standards, over time there is variation. In writing there is considerable disparity between girls’ and boys’ achievement. Programmes and strategies aimed at lifting achievement and improving acceleration have been put in place to address this.

The school is involved in the Waimairi-iri Kāhui Ako /Community of Learning (CoL) and is also part of a well-established and supportive cluster.

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

The school is working towards achieving equitable outcomes for all children. At the time of the review a number of new initiatives were in place to support children whose learning and achievement required acceleration. It is too early for ERO to evaluate the effectiveness of these initiatives in regard to outcomes for these children.

The processes that contribute to the development of equitable outcomes for all children are:

  • a positive and inclusive school culture

  • children whose learning, progress and achievement needs to be accelerated are identified and closely monitored

  • teachers working collaboratively to plan tailored programmes to support children

  • a comprehensive learning support programme involving outside agencies, where necessary

  • targeted professional development to build teachers’ capability.

In order to achieve equity and excellence for all children the school needs to:

  • have a more consistent understanding of acceleration

  • evaluate the effectiveness of teaching programmes and strategies, especially in writing.

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

Equity and excellence

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

The school has useful and comprehensive systems and processes to support children whose learning and achievement need acceleration. At the time of the review these were still to be fully embedded.

Children achieve best in reading in relation to the National Standards. Māori children achieve better than most other children in reading and writing. Many children achieve at or above the National Standards in mathematics. Writing has been identified as an area of focus by the school, and in particular, boys’ writing.

School targets, based on an analysis of achievement data and input from teachers, clearly target the areas of disparity and identified areas of focus. These include not only improving outcomes for children whose learning needs acceleration, but also raising the achievement of students who are not yet achieving at expected National Standards levels.

Teachers effectively monitor the learning of children, including those on individual programmes or receiving specialist support. They adapt programmes to improve outcomes for individuals. The school is able to show the progress of most children and the acceleration of some children.

The school has effective moderation procedures within and across teams that are well documented and involve teachers and leaders.

School conditions supporting equity and excellence

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

The school has useful processes that are enabling the achievement of equity and excellence. These are yet to be fully embedded.

The school benefits from strong leadership focussed on improving outcomes for learners. The school has undergone considerable positive change in the past three years. This has been managed in a consultative and considered way.

Leaders and teachers work collaboratively to support learner outcomes and to promote an inclusive and reflective school culture. A thorough appraisal process and targeted professional development supports the development of teachers’ professional capability and leadership capacity.

School-wide achievement data is collated, analysed and used to inform decision making. Thorough systems have been established to track student progress. There is now a need to evaluate and respond to progress information related to accelerating achievement. The school has effective processes and resourcing to support and ensure the progress of children with additional learning needs.

Respectful relationships are fostered. Teachers know individual children well and tuakana teina relationships are encouraged as part of the school culture. An example of this are the many opportunities for older children to work with younger children and to develop leadership skills. Children’s opinions are valued and they are encouraged to be part of school decision making.

Children are well supported and engaged in their learning. They benefit from a recently-reviewed and evolving broad curriculum and adaptive learning programmes that reflect their differing needs, abilities and interests. Children are able to develop their ability to self-direct their learning within a calm, well organised environment.

The parent community is supportive and engaged. School leaders have a respectful, responsive relationship with local iwi and are beginning to embed bicultural practices across the school.

The board has a clear strategic focus on valued outcomes for children and engages in sound decision making processes. Community feedback is sought and valued.

Sustainable development for equity and excellence

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

The school is developing useful processes and systems to provide equitable outcomes for all children.

In order to improve and sustain the development of equity and excellence the school needs to:

  • accelerate progress and achievement for all learners

  • consolidate the Roydvale School curriculum and fully embed it in practice

  • develop a strategic, systematic approach to internal evaluation

  • further develop the integration of bicultural perspectives across the school.

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.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016(the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of the review there was one international student attending the school. There were no internal students on exchange.

The school provides high quality education and care for the international student and works closely with the family. Progress and achievement are closely monitored and the student integrates well in all school activities.

Going forward

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

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

Agreed next steps are to:

  • continue to develop internal evaluation understanding in order to identify the practices and programmes that have the most significant impact on learner outcomes

  • continue to build teacher capability to accelerate children’s learning and achievement

  • further develop the integration of bicultural perspectives across the school

  • consolidate the Roydvale curriculum and embed in practice.

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern

27 September 2017

About the school



Ministry of Education profile number


School type

1-6 Contributing

School roll


Gender composition

Female 48%: Male 52%

Ethnic composition

Pākehā 66%

Māori 7%

Chinese 11%

Pacific Island 1%

Other ethnicities 15%

Provision of Māori medium education


Review team on site

August 2017

Date of this report

27 September 2017

Most recent ERO report(s)

June 2014

October 2010