Rosehill Intermediate - 19/11/2015

Findings

Rosehill Intermediate provides a variety of rich opportunities for students to learn and experience success. The school is focused on raising student achievement and providing programmes for emerging adolescents. Its curriculum and welcoming and inclusive culture, engages students well. The values of integrity, respect and self management underpin all aspects of school life.

ERO is likely to carry out the next review in four-to-five years.

1 Context

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

Rosehill Intermediate in Papakura draws students from a large number of contributing schools. It has a growing roll and most students move on to nearby Rosehill College. The school hosts two satellite classes for Rosehill Special School. About 30 percent of students identify as Māori and 14 percent have a variety of Pacific heritages. The school community is becoming increasingly diverse with approximately 16 different languages spoken in students’ homes.

The school’s values of integrity, respect and self management underpin all aspects of its operations. The values are visible across classrooms and the playground and are clearly evident in the school’s approach to promoting positive interactions and relationships. The school culture is welcoming, inclusive and supportive for students and their whānau.

The school currently offers students the option of learning in special character classes including: digital, enrichment, and sports academy classes. The technology curriculum is delivered by a team of specialist teachers. The school also provides technology classes for Year 7 and 8 students from a number of schools in the Papakura/Franklin area.

Since ERO’s 2012 review, a curriculum leader has been appointed to work with the principal and deputy principal in the senior leadership team. Team leaders work with teachers in three groups of classes and the technology classes.

The board of trustees focuses on providing high quality outcomes for students during their two intermediate years. Trustees and school leaders emphasise the need to raise student achievement. They also provide good support for the school’s vision of providing a variety of rich learning opportunities for students.

The 2012 ERO report noted that relationships were positive and respectful and that students were well engaged with their learning. The report recommended that the school make greater use of achievement data and collect a wider range of achievement data from other learning areas. Considerable progress has been made in these areas. 

2 Learning

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

The school uses achievement information very well. It is used to help teachers identify each student’s learning strengths and needs and to monitor progress over their two years at the school. In the first weeks of school teachers confirm achievement data and use it to help them adapt programmes as required.

Achievement data is well used to identify groups of students who require additional learning support and to develop specific targets for improving achievement. School leaders and teachers have a sense of urgency about accelerating students’ progress and lifting the number of students who are achieving at or above the National Standards. Comprehensive and well analysed school data shows that targeted teaching strategies result in students making accelerated progress over their two years at the school.

Overall, approximately 60 percent of students are achieving at or above the National Standards in reading, writing and mathematics. A significant proportion of students enter the school achieving well below expected levels. Māori and Pacific students' overall achievement is not yet consistent with that of other groups of students. The school continues to focus on raising the achievement of Māori and Pacific students.

Rigorous systems are followed to ensure that every student’s learning needs are addressed and their progress monitored. These systems enable school leaders and the board to scrutinise the data and make appropriate strategic decisions about resourcing, teaching strategies, and targeted professional learning for teachers. Achievement data has informed the board’s decision to fund additional curriculum leadership roles in the school. It also supports trustees' relentless focus on improving student achievement in literacy and mathematics in particular.

Teachers know the students in their classes very well. They gather a variety of information from parents/whānau and students’ previous schools. Teachers regularly share students’ work and information about their achievement with parents/whānau. Relationships with families are learning-focused and teachers share strategies with parents about how they can support their child’s learning at home. Teachers report to parents about students’ achievement in all curriculum areas. Students’ additional learning needs are well identified and catered for in class and through well established support programmes.

High expectations of teaching and learning are evident throughout the school. There is a strong focus on living the school values. This contributes to a consistently settled, respectful and collaborative working tone in classrooms. Teaching is focused and purposeful and reflects the school’s move towards greater “visibility” of learning.

Students engage well in classroom discussions and activities. They have a good understanding of their learning progress and next steps and are increasingly self managing. School leaders and teachers are continuing to consider ways to increase students’ use and understanding of ‘the language of learning’. This is likely to increase the value of students' discussions about learning. 

3 Curriculum

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

The school’s broad curriculum is well designed, implemented and managed to promote student learning. It explicitly guides teachers in promoting students’ learning progress and achievement. Curriculum plans and practices are regularly reviewed and updated. As a result, curriculum implementation is consistent across the school.

The curriculum prioritises literacy and mathematics and provides many opportunities for students to enjoy relevant and meaningful learning experiences. The technology curriculum has good connections with core classroom programmes. Inquiry topics are often integrated in technology programmes. The school’s facilities support a focus on the Arts, including music. The board and principal make strategic appointments to ensure staff appointments expand students’ opportunities and provide role models in music and performing arts.

Since ERO’s 2012 review, the school has continued to build its resourcing and capacity in e-learning and digital literacy. A current focus is on strengthening the science curriculum and raising the profile of science in the school. Through the special character classes in the school, curriculum delivery can be adapted according to students’ strengths, interests and abilities, and also to specific teaching approaches. The school recognises the value of reviewing the impact of these classes on students’ engagement, progress, and achievement. A review could then inform future decisions about maintaining or expanding these classes.

Careers education is included in inquiry topics in Year 7 and is more explicit and deliberate in the Year 8 programme. Students have opportunities to learn about other languages including te reo Māori, in six-month blocks. Student and family expertise is sometimes used to support these language learning programmes.

Teachers have good opportunities to take leadership roles in curriculum development. They work in professional discussion groups to collaborate and share teaching approaches, resources and strategies. Teachers engage in relevant professional learning, and consider ways to strengthen their practice in response to specific students, and including modern learning practices. The new curriculum director's role is intended to review and support continual curriculum review and enrichment.

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

The school monitors Māori students’ progress and achievement and has established a variety of strategies for promoting educational success for Māori as Maori.

The concepts of wananga, ako and manaaki, and the principle of whanaungatanga are features of school practice. One of the teachers’ professional discussion groups is focusing on promoting culturally responsive teaching practices and raising Māori students’ achievement. This group provides support for other teachers to build their confidence in using and integrating te reo Māori in the curriculum.

School leaders, along with a kaumatua and student leaders, meet with Māori whānau to build understanding about whānau aspirations for their children. Māori students are well represented as sports leaders and they have opportunities for leadership in kapa haka and pōwhiri.

School leaders and the board agree that, planned professional learning would help school leaders and the board to review policies and practices related to success for Māori students and to Te Tiriti o Waitangi. It could also help them to better align school documents with the strategies and principles of the Ministry of Education resources, Ka Hikitia-Accelerating Success 2013 – 2017 and Tātaiako - Cultural Competencies for Teachers of Māori Learners.

4 Sustainable Performance

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

The school is very well placed to sustain and continue building on its current good practices. Positive outcomes for students are at the heart of school decision-making. The board carefully considers its resourcing decisions to ensure that all students have equitable access to the opportunities offered at the school.

Trustees are well informed and strategic in their planning and resourcing. The school’s strategic direction, goals, and priorities are well linked and shape decision-making. The board includes experienced trustees, new members, and those who represent the Pacific and Indian communities. The board is considering co-opting a Māori trustee to support the boards’ representation and perspectives of the school’s Māori community. The board is also aware of the need for succession planning to ensure governance capacity is maintained and built following the 2016 board elections.

School leaders actively promote the school’s values, priorities and high expectations. They foster a coherent approach to professional learning and practice. The senior leadership team and team leaders work collaboratively and purposefully to build leadership and teaching capacity. The current move to increase the rigour of curriculum self review is a key development that is likely to contribute to improving student learning.

Self review is well established, deliberate and purposeful. It includes whānau and student perspectives and focuses on enhancing teaching practice and improving student achievement. Change is well considered, informed by self review, and introduced in a measured way with a focus on creating positive outcomes for students. School leaders are considering ways to deepen the evaluative nature of their self review.

Provision for international students

Rosehill Intermediate is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238Fof the Education Act 1989.

At the time of the review there were no International students 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 processes for international students is thorough.

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.

To improve current practice, the board and school leaders should further review the school’s policies to ensure they align with school practices.

Conclusion

Rosehill Intermediate provides a variety of rich opportunities for students to learn and experience success. The school is focused on raising student achievement and providing programmes for emerging adolescents. Its curriculum and welcoming and inclusive culture, engages students well. The values of integrity, respect and self management underpin all aspects of school life.

ERO is likely to carry out the next review in four-to-five years.

Graham Randell
Deputy Chief Review Officer Northern

19 November 2015

School Statistics 

Location

Papakura, Auckland

Ministry of Education profile number

1473

School type

Intermediate (Years 7 to 8)

School roll

422

Number of international students

0

Gender composition

Boys      52%
Girls       48%  

Ethnic composition

Māori
Pākehā
Indian
Samoan
Tongan
Chinese
Cook Island Māori
Fijian
other European
others

31%
39%
  8% 
  7%
  3%
  2%
  2%
  1%
  5%
  2%

Special Features

Two Special School Satellite Classes on site

Review team on site

August 2015

Date of this report

19 November 2015

Most recent ERO report(s)

Education Review
Education Review
Supplementary Review

September 2012
December 2009
January 2007