Rosehill School - 10/03/2014

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

Location

Papakura, Auckland

Ministry of Education profile number

1472

School type

Special School

School roll

169

Gender composition

Boys 70% Girls 30%

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Asian

Indian

Tongan

Cook Island Māori

Middle Eastern

Other

36%

30%

9%

7%

7%

4%

2%

2%

2%

Special Features

13 satellite units: Keru (3), Rosehill Intermediate (2), Clendon Park School (2), Manurewa East (2), James Cook High School (2), Greenmeadows Intermediate (2)

Specialist teacher Outreach Service

Review team on site

November 2013

Date of this report

10 March 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

December 2010

November 2007

August 2004