Rosehill Intermediate - 17/09/2012

1 Context

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

Rosehill Intermediate School is located in Papakura adjacent to Rosehill College. Since the previous ERO report in 2009, the student roll of this multicultural school has increased to 358. Approximately 34% of students identify as Māori, and 9% as Pacific. Students arrive at the school from 35 contributing primary schools in the wider geographical area. The school site is shared with two satellite classes operating under the direction of the Papakura Special School.

The school and its community continue to benefit from an experienced and stable senior leadership team. Five classroom teachers have joined the staff in the last 3 years. Led by the principal, the school has been involved in the Ministry of Education funded Papakura Achievement Initiative (PAI) which is focused on raising literacy levels in local schools.

The school mission statement aims to provide a full range of opportunities that motivates learners for the 21st century. The school values of respect, integrity and self management (R.I.S.) were developed in partnership with the community. These values underpin the positive school culture. The board has provided significant funding especially for information and communication technologies (ICT), learning resources and classroom environments.

2 Learning

How well are students learning – engaging, progressing and achieving?

Students are well engaged in their learning, and a high proportion are making expected or better progress, during their time at the school. They enjoy positive and respectful relationships with their teachers and peers. Classroom environments are settled, purposeful and well-resourced. A feature of the school is the increasing teacher, student and parent access to ICT tools for learning and information sharing.

Teachers and school leaders gather and collate an extensive range of student achievement data in literacy and mathematics. This data is analysed and used well by classroom teachers to plan appropriate programmes to meet different student learning needs, support student goal setting and track and report progress.

An experienced special education needs coordinator oversees an effective pastoral care system which includes students requiring additional support. She ensures these students are efficiently identified, and well supported by appropriate literacy programmes in classrooms and during withdrawal sessions. In addition, the school provides three special character classes at each year level to further extend students in academic, sporting and digital learning.

School-wide data is analysed and reported to trustees and the community. It informs self review and the setting of appropriate targets to raise student achievement in reading, writing and mathematics. School leaders and ERO agree that an important next step is to make more effective use of existing student achievement and progress data at a school-wide level to identify trends and patterns over time and inform critical review. In addition, the school should strengthen the collection and use of student achievement data in learning areas other than literacy and mathematics.

School data from 2011, indicates that a high proportion of Year 7 and 8 students were achieving at or above National Standards in reading, writing and mathematics by the end of the year. School data from standardised tests, gathered in Term one 2012, shows that a significant proportion of students enter Year 7 achieving below age-expected levels in reading, writing and mathematics. Māori and Pacific students achieve at comparable levels to their peers and follow similar patterns of achievement as above.

3 Curriculum

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

Students demonstrated pride, confidence and a strong sense of belonging in their school. They respond positively to the high expectations for learning and behaviour which are consistently promoted by staff and school leaders. The school has established an inclusive and welcoming culture for students and their parents and whänau.

The school maintains a strong teaching and learning focus on literacy and mathematics in core classes. This is complimented by a weekly opportunities programme which provides all students with choices for learning in areas of cultural, sporting and digital technologies to extend their interests and strengths. Community resources and facilities are used to provide students with authentic learning experiences such as Youthtown, High Wire Trust, DARE, education outside the classroom activities, school productions and during 'Wider Living Week'. School initiatives allow students to contribute their ideas and develop their leadership skills.

Teachers work as a collegial team and regularly share good practice and curriculum knowledge through professional learning group discussions. They benefit from comprehensive documentation to guide all aspects of their practice. Aspects of effective teaching practice include:

  • sharing the purpose of learning with students and consistent use of success criteria that allows students to assess their own and others learning
  • providing students with regular opportunities to share their goal setting, learning and progress with parents
  • good use of feedback and feed forward by teachers
  • well-presented classrooms that include informational displays and learning prompts.

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

Māori students are strongly represented in school leadership positions and enjoy considerable educational success. A large number of students participate in the successful kapahaka group which is well supported and competently led. Kapahaka leaders hold a strong belief in the potential and cultural advantage of Māori students.

Trustees and school leaders are building productive partnerships with the Māori community and have the support of a school kaumātua. They have developed and begun to implement a planned approach to raising the educational success of Māori students. Knowledgeable and experienced teachers are leading a professional learning group to consistently promote the integration of culturally responsive practices across the school. The principal is contributing to a regional forum working from the local marae Te Puawaitanga o Te Whānau , whose focus is improving social and educational outcomes for Māori.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance. Contributing factors are:

  • effective governance of the school by well-informed and competent trustees
  • trusting and positive relationships between the board and principal
  • the principal and leadership team who provide a positive and well articulated sense of purpose and direction for the school
  • the promotion and support of high-quality professional practice through comprehensive performance management systems
  • a school-wide focus on student success and engagement
  • the support and confidence of parents, whānau and the wider community.

School leaders and ERO agree that areas for further review and development are to:

  • further integrate the principles of The New Zealand Curriculum related to te Tiriti o Waitangi, cultural diversity and coherence into the Rosehill curriculum.
  • continue to evaluate programmes and resource allocations to promote engagement and success for students.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students established under section 238F of the Education Act 1989. At the time of this ERO review there was one international student attending the school.

The school has attested that it complies with all aspects of the Code. ERO’s investigations confirmed that the school’s self-review process for international students is thorough.

International students benefit from the inclusive nature of this multi-cultural school. They are able to access a well-planned holistic curriculum and receive competent and empathetic pastoral support from staff. International students are able to participate in an extensive range of extra-curricular activities including sporting, EOTC and cultural activities. Their academic progress and personal development is carefully monitored and reported to family and caregivers.

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
  • 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.

Makere Smith

National Manager Review Services Northern Region (Acting)

17 September 2012

About the School

Location

Papakura, Auckland

Ministry of Education profile number

1473

School type

Intermediate (Years 7 to 8)

School roll

358

Number of international students

1

Gender composition

Girls 51% Boys 49%

Ethnic composition

NZ European/Pākehā

NZ Māori

Indian

Samoan

Tongan

Fijian

Cook Island Māori

Chinese

Tokelauan

Niuen

Other

44%

34%

7%

5%

2%

1%

1%

1%

1%

1%

3%

Special Features

Two Special School Satellite Classes on-site

Review team on site

July 2012

Date of this report

17 September 2012

Most recent ERO report(s)

Education Review

Supplementary Review

Education Review

December 2009

January 2007

October 2005