Mt Roskill Primary School - 29/07/2013

1 Context

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

Mt Roskill Primary School has a clear vision and value system that promotes high expectations for students and staff. The school culture, built on values of respect, tolerance and citizenship supports students’ sense of belonging and promotes good opportunities for learning. The school is highly inclusive of students with special needs, providing education and care both within the school’s Endeavour Centre and throughout the rest of the school.

Staff have a good understanding of the cultures and backgrounds of students and plan appropriately to meet their learning needs. This planning includes programmes and approaches to support the significant number of English for Speakers of Other Languages (ESOL) students.

Stability of staffing supports students and their families to be well known, and promotes a strong sense of community. The principal is retiring in 2013 after leading Mt Roskill Primary School for 17 years.

A cross campus initiative involving this school, Mt Roskill Intermediate and Mt Roskill Grammar Schools allows the primary school to develop shared student achievement goals with these schools, including goals to promote Māori and Pacific achievement. This initiative supports students as they move within and between schools.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The use of student achievement information is a clear strength for the school. The deputy principals and teachers use the school’s achievement information very well to:

  • set strategic achievement targets
  • establish achievement goals for groups of students and individual students who are not yet achieving at the National Standard for reading, writing and mathematics
  • identify appropriate professional learning and development for teachers.

The deputy principals have robust quality assurance systems in place alongside their high expectations for teachers to be consistent in their use of achievement information. Team leaders provide useful reports about the progress students are making against goals, and about how well different programmes and teaching approaches are meeting students’ needs. Teachers regularly work together to moderate student assessment throughout the school.

Teachers use student achievement information to plan classroom programmes and to identify clear next learning steps for all students. Students are being increasingly supported to understand their own achievement levels. Students have access to a variety of programmes designed to accelerate their progress and achievement.

The board of trustees receive very good information about how well students are achieving. This data shows that many students are achieving increasingly well against the National Standards in reading and mathematics. Senior leaders identify writing as an area to strengthen. They also identify the need to further improve Māori and Pacific student achievement in reading, writing and mathematics.

Parents receive good information about their child’s learning, progress and achievement in relation to the National Standards. Reports also include some good examples of how parents can support their children at home. Senior leaders are continuing to review and improve written reports to parents.

Senior leaders and ERO agree that appropriate next steps include:

  • further strengthening opportunities for parents to be partners in their child’s learning
  • building on approaches that support students’ understanding of their own achievement and progress, including students setting, monitoring and evaluating their own learning goals.

3 Curriculum

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

The school’s curriculum effectively promotes and supports student learning. Teachers work collaboratively to plan programmes that meet the needs of students as they progress through the school. This approach provides opportunities for teacher leadership and creates a whole-school curriculum that is well organised and interconnected.

The curriculum has a strong emphasis on literacy, numeracy and science and also shows the value the school places on promoting student knowledge and providing students with broad range of learning experiences. It is particularly effective in promoting the English language and understanding for students who have other languages as well as English. Students throughout the school are highly engaged in the school’s extensive co-curricular programmes that include music, cultural, sporting and other creative activities.

Teachers are enthusiastic and committed to improving teaching and learning. They are supported by well-considered and planned professional learning. There are some very good examples of classrooms where teachers promote opportunities for students to have choice about what and how they learn. In these classrooms teachers collaborate and negotiate learning outcomes with students and give students space to inquire into areas of interest.

Increasingly throughout the school, teachers plan programmes that allow students to learn about and from different cultural perspectives. All students have opportunities to learn te reo Māori me ngā tikanga through a Māori co-ordinator employed as part of the cross-campus initiative.

Senior leaders recognise the need to continue developing the school’s curriculum so that it is increasingly child-centred. This approach requires teachers to continue enacting the vision of The New Zealand Curriculum for students to be respected as capable, competent learners.

How effectively does the school promote educational success for Māori, as Māori?

Māori students at Mt Roskill Primary School are well supported to make progress and achieve. There are good opportunities for Māori students to build pride in their language, culture and identity. These opportunities include te reo Māori learning and kapa haka.

The school has sustained its cross-campus initiative to lift the profile, presence and achievement of Māori students. A deputy principal works alongside the campus coordinator to lead campus-wide consultation hui and ensure that strategic goals are met.

Senior leaders are now planning to initiate a more personalised consultation process for parents and whānau of Māori students.

4 Sustainable Performance

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

Mt Roskill Primary School is well placed to sustain and improve its performance. The principal provides effective leadership and creates local professional networks. He works in partnership with very capable senior leaders to promote and manage change. During the past few years they have strategically focused on improving teachers’ understanding and use of student achievement information. They have high expectations for teachers to promote consistently positive outcomes for students.

Trustees are very well connected to their local communities, are experienced in their roles and are planning well for succession. They accessed external support to guide them in their recent appointment of a new principal. This new principal is due to begin in Term 4, 2013.

School leaders and trustees value self review and are responsive to external review. Self review is promoted at all levels of the school and is used to encourage ongoing improvements. This practice includes a robust performance management system that links informally to the school’s strategic focus and intentions. Parent feedback is sought and a recent fono has given Pacific parents the opportunity to offer their opinions about the school.

School leaders and trustees agree that strengthening self review would help to further sustain and improve school performance. Some identified next steps could include:

  • incorporating Tātaiako: Cultural Competencies for Teachers of Māori Learners in the appraisal process for teachers
  • using board minutes as a self review tool, showing evidence of discussion and ongoing evaluation of the school’s strategic goals and against the National Administration Guidelines (NAGs).

Trustees also recognise that it is timely to review the school’s charter in partnership with their different parent and community groups. This review would provide a good opportunity for the board and school leaders to build on current partnerships. They could encourage different cultural perspectives, especially Māori and Pacific, about the school’s vision, values and strategic direction.

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. The school has attested that it complies with all aspects of the Code. The school has good systems in place to monitor compliance with the Code.

Two international students are enrolled at the time of this 2013 ERO review. Students are well integrated into the life of the school, have access to good quality education programmes and pastoral care networks.

Board assurance on legal requirements

Before the review, the board of trustees 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:

  • 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 student 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.

When is ERO likely to review the school again?

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

Dale Bailey

National Manager Review Services Northern Region

29 July 2013

About the School


Mt Roskill, Auckland

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Number of international students


Gender composition

Boys 52%

Girls 48%

Ethnic composition


NZ European/Pākehā




Sri Lankan


Cook Island Māori


Other Asian













Review team on site

May 2013

Date of this report

29 July 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2010

February 2007

September 2003