Rise UP Academy

1 Introduction

A New School Assurance Review is a review of particular areas of school performance and is undertaken to specific terms of reference.

Terms of Reference

This review is based on an evaluation of the performance of Rise UP Academy. The terms of reference for the review are to provide assurance to the community:

• that the school is well placed to provide for students
• that the school is operating in accordance with the vision articulated by the board of trustees.

2 Context

Rise UP Academy is a designated character school for Years 1 to 8 students. The school’s vision, values and mission statement are founded on Pacific and Christian values and principles. The school is temporarily located on the grounds of Sir Douglas Bader Intermediate School. At the time of this review about 70 students were enrolled.

3 Background

Since 2018 the Establishment Board of Trustees (EBoT) and school leaders have been involved in ongoing discussion with the Ministry of Education (MoE) regarding the school’s premises and permanent location. The location of the school has been a significant challenge for Rise UP Academy.

In early 2020 the school relocated to buildings on the Sir Douglas Bader Intermediate School site. School leaders and the EBoT have successfully established the school at the current site. The current school site is temporary and likely to be so for up to three years.

4 Findings

Rise UP Academy’s guiding principles and values are well embedded. The school has a strong focus on partnership with parents and the wider school community. Whānau programmes are well considered and integral to school operations. The board manages community liaison well, including planning around future growth.

The school’s vision and values are well reflected in leadership, teaching practice and the curriculum that students readily engage in. Relevant programmes and practices have been developed to ensure children who require extra support are known and well supported. Teachers make good use of centralised and coherent systems for planning and assessment to guide their work.

Leaders and teachers have a strong commitment to wellbeing for all children and their whānau. Children experience positive and respectful interactions with teachers who know them well. Their learning environments provide a calm and positive tone. Students can talk knowledgeably about their learning.

Clear processes are in place for assessment and reporting to parents and whānau. Teachers report individual children’s ongoing progress and achievement. Parents, children and teachers also have the opportunity for face-to-face discussions to set goals that are holistic, child and whānau centred.

Senior leaders provide high quality professional leadership that is guided by the school’s vision, and founded on building relationships for positive learner, whānau and community outcomes. Leaders and teachers engage in purposeful and appropriate professional learning and development (PLD). They continue to plan ongoing PLD to further consolidate and develop assessment for learning practices.

Trustees are engaged, reflective and improvement focused. They work closely with staff and the wider school community. Trustees are well informed and receive useful progress reports in relation to student achievement at their monthly meetings. The school should continue to work with the MoE to transition to an elected board, determine future property provision and school growth capability.

A school policy framework is in place. Continued work on policy review and alignment will ensure that all policies meet requirements of the shared site. Staff and students have access to appropriate resources, furniture and equipment including digital technologies.

Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO (Education Review Office) 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:

• school management and reporting
• 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
• processes for appointing staff
• stand-downs, suspensions, expulsions and exclusions
• attendance.

Conclusion

The opening and relocation of Rise UP Academy has been well managed by the establishment board, principal and leadership team in consultation with the school community. The school is capably led and governed. The school is well placed to cater for the needs of its foundation students. The school continues to work with the MoE to ensure clarity around the transition to an elected board and location of future premises and school growth capability.

The school will transition into ERO’s School Evaluation for Improvement process in due course.

Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki

28 May 2021

About the School