Rosmini College - 16/05/2014

1 Context

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

Rosmini College is a state integrated Catholic school for boys from Years 7 to 15. The special Catholic character of the college underpins a holistic approach to educating young men. The college provides a learning environment that promotes emotional and physical safety, academic success, and spiritual wellbeing for students, staff, and the college community.

Trustees are experienced and provide sound governance for the college. They are focused on promoting high standards of student achievement and pastoral care within the college. There is a strong alignment between the College Board and the Proprietor's Board, which is responsible for all property and capital works. Trustees are well informed by the principal and make informed decisions to ensure the college is well resourced. The principal and trustees have a clear understanding of the college vision and strategic direction.

The principal strongly articulates a philosophy of educating the whole person, which is woven into the college charter and other documentation. He is well supported by the senior leadership team. The college’s inclusiveness promotes the cultures of different ethnic groups and celebrates the diversity they bring to the college. Wellbeing is seen as a strength of the college. Young men at Rosmini College strive for personal excellence and have pride in themselves and their college.

2 Learning

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

The college uses student achievement information effectively to make positive changes to learners’ engagement, progress and achievement.

Trustees use student achievement information to inform school-wide decision making and to guide resource allocation. Senior leaders monitor the progress and achievement of individuals and groups of students. They use this information well to monitor annual targets and student progress. Teachers use student achievement information to plan learning programmes, monitor student progress and to report to parents and whānau. Achievement information is also well used to identify students with specific learning needs. These students are placed into programmes that aim to accelerate their progress.

The vast majority of students in Years 7 and 8 are achieving at and above the National Standards in reading, writing and mathematics. College data shows that most students make progress and a significant proportion make accelerated progress over their first two years at the college.

Students in Years 9 and 10 are closely monitored. Data gathered indicates that they are making progress and achieving at levels comparable to national expectations in aspects of literacy and mathematics. Nationally recognised assessment tools, common topic tests, mid-year and end of year test results are collected and collated in all learning areas to inform curriculum design and reporting to parents.

Information about student achievement in the National Certificates of Education Achievement (NCEA) from 2012 to 2013 indicates that the proportion of students obtaining qualifications at Levels 1, 2 and 3 is comparable to and consistent with results for schools of a similar type. Levels of achievement have improved slightly over the last three years. The school has a focus on increasing the numbers of students achieving merit and excellence endorsements in NCEA. Students identified with special abilities are encouraged to sit scholarship examinations and achieve a good deal of success.

Student enrolment data shows that Māori students generally make up around seven percent of the student population. These students are spread across all year levels. Information gathered by the college shows that their achievement levels are comparable to those of non-Māori students and that increasing numbers of Māori are staying at the college to gain higher qualifications. Māori students overall are achieving above regional and national achievement comparisons in National Standards and NCEA qualifications.

The college is performing above national achievement targets for 2017. It has a very high student retention rate and most students who leave the school move on to tertiary education.

Many students participate and achieve success in a range of cultural and sporting activities, both regionally and nationally.

3 Curriculum

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

The college’s curriculum is very effective in promoting and supporting student learning. The curriculum is reflective of the college’s philosophy and special character. Students have many opportunities to choose from a wide range of options that enable them to work towards fulfilling their aspirations and gaining access to chosen career pathways.

Effective and ongoing review processes that encompass the curriculum, pastoral care, special character, departmental dimensions, and staff professional practice, are having a positive impact on student learning. The school curriculum is holistic in its approach and caters for the learning needs of its students.

To further progress school self review, senior leaders and teachers could now consider:

  • reviewing the effectiveness of learning programmes provided for priority learners in all curriculum areas
  • tracking year groups of students as they move up through the college to monitor their progress over time.

School leaders and teachers have set clear expectations to improve teaching practice across the school. Ongoing professional learning and development is focused on raising the quality of teaching across all learning areas. Examples of high quality teaching, where a variety of effective strategies are used to motivate students, are evident in the school. Students in these classes are meaningfully involved in learning and benefit from teaching practices that purposefully support the development of their self-management skills and capacity for independent learning.

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

The college has effective processes in place to promote educational success for Māori as Māori. A college goal is to implement NCEA courses in te reo Māori and, at present, there are learning programmes in te reo and tikanga Māori in junior classes. The college has strategically appointed a kaiwhakaako to establish a strong te reo and tikanga foundation for future NCEA courses.

The next step for senior leaders to consider is how they will further support the culture, language and identity of Māori students through the provision of Māori studies. Further examination of timetabling provisions is also required to ensure that students who decide to learn te reo Māori are not disadvantaged by other subject options.

Māori students are provided with an opportunity every week to have breakfast at college with staff and to discuss their learning with teachers in a supportive environment. Parents are also invited to participate in these breakfast meetings. Māori parents express their support for the college and have high expectations that their sons will excel while at Rosmini.

Pacific student achievement

Approximately fifty-five students at Rosmini College identify as having Pacific heritage. This student group also progresses very well and is well supported by the school.

Pacific parents also speak highly of the college and its teachers. As for Māori students, weekly breakfast meetings are provided so that Pacific students and their parents can discuss with teachers any matters that are having an impact on the student's learning.

The college has used the Pasifika Education Plan to strategise and support Pacific student achievement. Pacific students achieve and progress well, as is evidenced by comparison of their results with regional and national educational achievement outcomes.

4 Sustainable Performance

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

The college is very well placed to sustain and improve its performance. It has a clear strategic direction. Self-review processes follow a cohesive approach that involves trustees and staff.

The principal and his leadership team serve the school well as its professional leaders. They are reflective and seek external advice to review and promote ongoing improvements in their practice.

Trustees are experienced and know the college and staff well. Their complementary skills, high levels of commitment and strategic thinking are focused on improving the culture and education of young men. A significant feature of the college is a strong commitment to boys’ learning, developing leadership abilities, and promoting service to others based on faith and well embedded values.

Provision for international students

Rosmini College is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. At the time of this review there were 26 international students attending the college, predominantly from Korea and China.

Learning programmes for international students support their integration into the wider life of the school. These programmes are well coordinated and underpinned by effective policies and practices to help ensure all aspects of student wellbeing are well managed.

International students are valued as members of the college community and participate in the many co-curricular activities available. They receive appropriate levels of English language support through ESOL classes and help provided in mainstream classes. International student achievement in NCEA and in English language learning is reported to the board of trustees.

The college has attested that it complies with all aspects of the Code.

ERO’s investigations confirmed that the college’s self-review process 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.

When is ERO likely to review the school again?

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

Dale Bailey

National Manager

Review Services Northern Region

16 May 2014

About the School


Takapuna, Auckland

Ministry of Education profile number


School type

Secondary (Years 7 to 15)

School roll


Number of international students


Gender composition

Boys 100%

Ethnic composition


NZ European/Pākehā















Special Features

Catholic Boys College

Review team on site

March 2014

Date of this report

16 May 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2011

May 2008

May 2005