Roseneath School - 12/09/2017


Roseneath School (Te Wai Hirere) is a small primary school situated on Point Jenningham in Wellington city. It caters for children in Years 1 to 8 who come from the local community and other Wellington suburbs. Of the 117 children on the roll, 9% are Māori.

Since the February 2014 ERO evaluation, a new classroom has been added to the school site. Some restructuring of school leadership has occurred since the long-serving principal resigned at the end of 2016. The board of trustees has been elected over the past few months.

The areas for further development identified in the previous ERO evaluation formed the basis of school self review in 2014.

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

Children achieve well at Roseneath School. National Standards information indicates overall improvement over the past three years. Māori children achieve as well as or, in some areas, better than non-Māori.Trustees and staff are clearly focused on achieving equitable outcomes for all. At the time of this evaluation most children achieved at or above in relation to National Standard expectations. Strong emphasis is given to all children achieving success across the curriculum, with accelerated progress evident in reading, writing and mathematics for some at risk of underachievement.

Families are welcomed and valued as partners in their children’s learning. A high level of parent participation is apparent.

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 responds effectively to those children whose learning and achievement need acceleration. Most children, including Māori and Pacific, achieve at or above in relation to National Standard expectations with examples of acceleration over time for those below. The school identified that boys achieved slightly below girls in reading, writing and mathematics. Some shift occurred in 2016. However, lifting achievement for a group of boys in reading and writing continues to be a focus.

Māori children enjoy success as Māori. Achievement information shows that they achieve as well as or, in some areas, better than non-Māori children. Teachers, leaders and trustees demonstrate a commitment to continuing to develop and improve their knowledge and understanding of what success for Māori looks like. The school environment is conducive to children succeeding across the curriculum.

Well-established moderation processes are in place. Student learning is regularly assessed using an appropriate range of tools alongside anecdotal and observational information. Data is used well to inform teaching and learning and to report to parents and the board. The school identifies that external moderation through the Community of Learning | Kāhui Ako is a next step.

The school makes good use of assessment information to identify children’s learning needs and plan differentiated programmes. Those achieving below in relation to National Standards expectations are allocated additional support. Their progress is regularly shared, monitored and reported to the board.

High expectations for all children to achieve success are in place. A well-considered achievement plan guides effective classroom practices and supports teachers to plan suitable strategies for children working at all levels.

School conditions supporting equity and excellence

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

Trustees and the teaching team are clearly focused on promoting achievement of equity and excellence.

A strong focus on giving effect to the school vision of ‘a school community that is passionate about all learning and values success’ is evident.

The new board has made a considerable effort to ensure expectations, roles and responsibilities pertaining to governance are clearly identified and understood by trustees. A range of external support has increased the effectiveness of their stewardship. They are supportive of the teaching team. Relationships are based on trust, respect and openness.

Leadership supports cohesive teamwork and good relationships. Comprehensive reports about student achievement and school priorities are regularly presented to the board to inform trustees’ decision-making.

Children participate and learn in a caring, collaborative learning environment. They enjoy a sense of belonging and connection to the school, friends and community. They are included and cared for and well supported to establish and maintain positive, respectful relationships. Opportunities for leadership and to have their voices heard, are well established.

A broad, responsive curriculum enables children to learn, achieve and progress across a range of topics and subjects. While literacy and mathematics are prioritised, there is also a strong focus on digital technology, science, the arts, physical education and key competencies. Children are supported to take greater responsibility for their progress and achievement. Meaningful contexts support their engagement in learning.

Families are welcomed and valued as partners in their children’s learning. A high level of parent participation is apparent. They are well informed about their children’s progress and achievement.

The appraisal process is responsive to teachers’ development needs and supports them to improve their practice. Teaching as inquiry and the Practising Teacher Criteria (PTC) are integrated into the school approach. While teaching as inquiry is well established, teachers need to be more explicit regarding how they meet all the PTC.

Internal evaluation is valued as a tool to promote improvement. Trustees have begun to use internal evaluation to strengthen and promote effective board practice. The school has adopted a suitable framework to support decision making at all levels.

Sustainable development for equity and excellence

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

The board and school leadership are positive about further developments to improve stewardship, leadership and excellence, educationally powerful connections and a culturally responsive curriculum.

The board is continuing to embed the new governance framework. Trustees and leaders are aware of the need to further:

  • develop a culturally responsive curriculum and whānau connections

  • build a shared understanding of internal evaluation for evidence-based decision making

  • strengthen health and safety systems, including hazard identification and procedures

  • identify clearly the impact and outcomes of initiatives and resources funded by the board to raise student achievement

  • embed changes to the revised appraisal system.

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.

Going forward

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

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

The board has indicated that participation in an internal evaluation workshop would be a useful next step for the school.

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

12 September 2017

About the school



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Boys 61%, Girls 39%

Ethnic composition

Māori 9%

Pākehā 79%

Other ethnic groups 12%

Provision of Māori medium education


Review team on site

July 2017

Date of this report

12 September 2017

Most recent ERO report(s)

Education Review February 2014

Education Review December 2010

Education Review February 2008