Rosehill School

Summary

Rosehill School has a roll of 224. It provides education and care for children with complex social, physical and educational needs. It caters for students from Year 1 and until they turn 21 years old. At the time of the review 35 percent of the roll were Māori, 24 percent Pākehā and 21 percent of Pacific heritage. There are 11 other ethnicities represented in the school.

Beyond the base school there are 16 satellite classes hosted by eight local schools with further sites planned in the near future. The school also operates an outreach programme for mainstream students and Te Ara Poutama, the transition unit for senior students.

Since the 2014 ERO evaluation there has been changes in the board of trustees and senior leadership. The school has continued to grow and there has been increased responsiveness to Māori success as Māori and focused consultation with whānau through the IEP (Individual Education Plan) process. A new Associate Principal was appointed in 2016 and a new principal in 2017.

The school has effective strategies and sustainable processes to achieve equitable outcomes for all students.

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

Rosehill School is increasingly effective in achieving equitable outcomes for all its students. Frequent reporting to and consultation with individual families ensures there are meaningful home/school partnerships. Parents are central to all decision-making about their child.

The board maintains a strong financial position. This ensures the school is well resourced and that ongoing professional development is available for all staff to provide the best learning outcomes for the students. Teachers have participated in an extensive range of professional development that has enhanced their knowledge of specialist programmes and resources.

Students’ progress is closely monitored. IEP goals are revisited each term and modified as necessary. The school also uses a range of standardised assessment tools to track the achievement of students working within The New Zealand Curriculumlevels. Progress is celebrated and reported twice each year to parents.

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

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

Equity and excellence

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

The school is effectively responding to Māori and other children whose learning and achievement needs acceleration.

As a school catering for students with special needs, all learners’ achievement needs acceleration. The school charter identifies the vision that students will be equipped with the skills and tools for lifelong learning. The strategic aim is for students to make fine grained progress as measured by individual assessment within their own individual education plans (IEPs).

The IEPs are responsive to Māori students and whānau identified needs and aspirations. Personal consultation through the IEP process enables whānau to express their views and co-construct goals and expected outcomes for their children.

Overall, children are achieving well. Some students are achieving within the first three levels of The New Zealand Curriculum (NZC) and others are doing NCEA (National Certificate of Educational Achievement) at the adjacent Rosehill College.

While leaders at Rosehill School have gathered considerable assessment data about students’ achievement in reading, writing and mathematics, this information has not been analysed to show achievement trends in ethnicity or gender. The achievement of IEP goals has not been analysed to indicate patterns of progress or success. School leaders agree that it is now timely to strengthen their analysis and use of achievement data across the school.

School conditions supporting equity and excellence

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

The school has multiple processes, services and strategies to enable the achievement of equity and excellence for all learners.

The board and leadership team have a strong focus on meaningful and positive relationships. They are committed to high quality communication within the school and with their community. This has resulted in genuine learning partnerships with families and whānau that enhance students’ engagement and learning.

The leadership team builds relational trust and collaborative teamwork at every level. They each lead syndicates and provide opportunities for professional discussion as classroom, syndicate and whole school groups. This ensures that staff in satellite classes remain well connected with the school and actively engaged in the school’s extensive professional development programme.

The development of curriculum leaders across all NZC learning areas has promoted a holistic curriculum for students, and has distributed leadership roles throughout the school.

The school provides wrap-around support for students and their families. Examples of specialised support include:

• regular assessment and guidance from the therapy team of occupational, physio and speech language therapists

• access to a school counsellor, a social worker and a psychologist

• an outreach service to several students in mainstream schools

• personal support for families when needed by providing transport, attendance at consultations and information in relation to the medical wellbeing of students.

The school has established Te Ara Poutama, a transition unit for the oldest students to prepare for life in the community. As well as supporting students’ increasing independence, the unit finds work experience for those who are capable, and encourages all students to work towards their personal goals.

There are significant opportunities for students to effectively engage with the community, including the Special Olympics, Riding for the Disabled, kapahaka groups and many events at the schools that host satellites classes.

Students learn in caring, collaborative and inclusive learning environments. Teachers know them well and respond individually to different capabilities and needs. Teacher aides are an integral and valued part of students’ learning. As a team, adults maintain cheerful settings and encourage individual effort.

Sustainable development for equity and excellence

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

The board, new principal and leadership team have identified several areas for further development. They plan to evaluate the school charter with a view to it becoming a more relevant, living document that better guides decision making and reflects the school’s strategic direction. Plans for improvement include discovering more about students’ achievement trends and how this information can be used to further accelerate learning.

Leaders also recognise the need to enhance the whole school focus on teaching as inquiry and to analyse and use achievement data more effectively. Improved inquiry practices will enable teachers to develop better evidence to support their appraisal process.

Teachers integrate te reo Māori and respect tikanga within the curriculum. They could now further consider their responsiveness to Pacific and other family cultures.

Leaders have established relevant networks with associate and deputy principals’ groups, Rosehill Community of Learning|Kāhui Ako (CoL) and other special schools. They have identified the need to further develop the use of digital technologies, investigate modern approaches to individual learning and to continue fostering cultural responsiveness.

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. 

To improve current practice, the board of trustees should establish a formal two yearly consultation process regarding the health curriculum.

Going forward

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

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

Agreed next steps are to:

• formalise and document internal evaluation to support ongoing improvement in student outcomes

• strengthen teaching as inquiry to build teachers’ capacity as reflective practitioners

• improve appraisal systems and practices to reflect Education Council expectations.

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

Violet Tu’uga Stevenson

Deputy Chief Review Officer Northern (Acting)

30 June 2017

About the school 

1 Context

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

Rosehill School in Papakura, Auckland, caters for students from Year 1 to Year 13 (five years old to 21 years of age). Students attending the school have complex social, physical and educational needs. The school comprises a base school, with 13 satellite classes hosted by local schools, an outreach support programme and a transition unit, Te Ara Poutama, which supports students as they move on from school.

The majority of students receive funding from Ongoing and Reviewable Resourcing Schemes (ORRS) and all have an Individual Education Plan (IEP). A multidisciplinary team, comprising outside agencies and specialist therapists, are employed by the school board to support students.

The school continues to experience significant roll growth which is creating pressure on the school’s resources.

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 to make positive changes to students’ engagement, progress and achievement. Students engage well with the activities provided and respond positively to learning experiences. The board is well informed about student progress and achievement over the year through regular reports from the principal and class teachers. The board uses this information to set appropriate school-wide targets and to make resourcing decisions.

Students' Individual Education Plans provide a foundation for individual learning and assessment. A major review of these IEPs by staff and parents over the last three years has resulted in measurable and achievable goals being identified for each student. Students’ individual goals are reviewed and adjusted yearly and progress monitored through termly updates. The involvement of senior students, parents/whānau and caregivers is central to students’ success and parent participation is integral to the development their child’s goals.

Teachers use a variety of school-based and nationally-normed assessment tools. The achievement levels indicated by nationally-normed assessments are aligned to students’ current learning levels. Progress is closely monitored and celebrated.

Senior students have access to mainstream classes that help prepare them to meet the requirements of the National Certificates of Educational Achievement (NCEA) levels 1 and 2. Students also have opportunities for dual enrolment with The Correspondence School and can participate in South Pacific Educational Courses (SPEC).

Progress and achievement information is reported to parents twice each year in relation to their IEP goals. This reporting includes achievement in relationship to The New Zealand Curriculum (NZC) levels or to pre-NZC levels (P levels).

3 Curriculum

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

The school’s curriculum is effective in promoting and supporting student learning. Students have access to a broad curriculum that makes use of community facilities and includes participation in sports events and cultural celebrations.

The principal, senior managers and teachers have developed supportive and well considered processes to help ensure new entrant students experience welcoming and positive beginnings to their schooling. Students in satellite classes have many opportunities to form positive relationships with students in mainstream classes. They are included in many host school events.

Teachers have high expectations for each student to progress. They recognise and use learning opportunities within regular routines and maintain a calm atmosphere in which students have time to learn at their own pace. Respectful, responsive teaching practices support students and provide a positive climate for success.

Learning environments are adapted to meet students’ learning needs. Teachers create colourful, welcoming classrooms that encourage students to see themselves as learners. They skilfully foster students’ friendships in group situations. Teachers are aware of each student’s family and some use languages other than English to connect with students’ first languages and cultural backgrounds.

The NZC key competencies are a major feature of all IEP goals. Emphasis is placed on helping students to develop confidence in using verbal and non-verbal forms of communication. Teachers encourage students to express themselves and are particularly responsive to students’ non-verbal cues. Information and communication technologies (ICT) are well used to support student learning.

Teachers are well supported by senior managers at the base school. An electronic data base provides easy access to student information across the base and satellite classes. The school’s performance management system is used well to guide decision making about teacher professional development priorities. Teachers have access to a wide variety of professional learning, both individually and as a whole group. Teachers from satellite classes maintain close relationships with the base school through regular meetings and participation in base-school events.

The school has developed very good relationships with local industries and community groups to support students as they prepare for the next phase of life beyond the school. Students in Te Aro Poutama are able to access community facilities to explore opportunities for work, leisure and wider participation in society.

A next step for progressing the school’s curriculum would be for school leaders and teachers to systematically evaluate the effectiveness of units of learning in improving outcomes for students. The board and principal also acknowledge that more could be done to reflect the language, culture and identity of Pacific students within the curriculum and IEP goals, given that these students make up 18 percent of the school’s roll.

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

Thirty-six percent of the school’s students identify as Māori. Teachers demonstrate a commitment to increasing their capacity to promote educational success for these students through te reo and tikanga Māori. The school, however, is not aware of how effectively it promotes educational success for Māori as Māori.

In order to strengthen the promotion of the language, culture and identity of Maori students, the board and principal should now:

• review their understanding of what constitutes success for Māori students as Māori, and their current provisions for supporting this success
• consult with their Māori community about policies, plans and targets for improving the achievement of Māori students.

4 Sustainable Performance

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

Rosehill School is well placed to sustain and improve its performance.

The Board of Trustees is representative of the community. The board comprises experienced and long-standing trustees as well as newly elected members. Trustees take advantage of board training in order to increase their understanding of their governance role.

The board has developed a clear strategic direction to guide future developments. A major focus is managing the school’s property due to the continually increasing roll. Annual plans, targets and the principal’s performance agreement reflect the priorities identified in the strategic plan.

The principal is a highly effective professional leader. He works strategically, has a clear educational vision and uses academic research to inform decisions about improvements to student progress and achievement. The principal works in partnership with the board and senior leadership team to make the school’s vision a reality. He ensures the board receives regular reports and is well informed about programmes of learning and about incidents that happen.

Work to promote and maintain links with the school’s community continues. Trustees have reintroduced a survey of parental satisfaction with the school to help inform board decision making about future and ongoing priorities. The board offers regular opportunities for parents to be involved in the life of the school.

In order to build on current good practice, the board and principal agree that their key next steps are to:

• further develop self-review processes so they are better able to provide information about the effectiveness of school practices on outcomes for students
• align current procedures with the board’s new overarching policies.

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.

During the review ERO identified an area of non-compliance. To address this matter, the board of trustees should:

• consult with the school’s Maori community to develop and make known to the school’s community, policies, plans and targets for improving the achievement of Māori students. [National Administration Guidelines 1(e)]

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

10 March 2014

About the School