Rotorua Lakes High School

Rotorua Lakes High School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within two years of the Education Review Office and Rotorua Lakes High School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context

Rotorua Lakes High School offers education for years 9 to 13 and is situated on the east side of Rotorua, providing learning, with its community at the heart of decisions being made. The school has identified their focus as developing and maintaining student pathways that meet the needs of its community.

Rotorua Lakes High School’s strategic priorities for improving outcomes for learners are:

  • Learners being at the centre – All ākonga are supported to develop successful pathways and outcomes.
  • Barrier free access to education – All ākonga can follow their needed pathways with support provided to ensure equitable outcomes.
  • Providing quality teaching and leadership – delivering positive outcomes for all of our ākonga, kaiako, and community.

You can find a copy of the school’s strategic and annual plan on Rotorua Lakes High School’s website.

ERO and the school are working together to evaluate how effectively student engagement initiatives are leading to improved outcomes for students.

The rationale for selecting this evaluation is: 

  • increasing student retention and transition into future pathways 
  • better meeting the needs of different cohorts of students through targeted programmes and initiatives 
  • reviewing the implementation of restorative environments and culturally responsive practice.

The school expects to see targeted programmes within the junior and senior school improving wellbeing and academic outcomes, including retention and engagement, for all students involved. 

Strengths 

The school can draw from the following strengths to support the school in its goal to improve student outcomes.

  • Strong community partnerships, including with mana whenua that support student wellbeing, teaching and learning programmes and the strategic direction of the school.
  • Effective review processes around teaching and learning programmes that inform next steps.
  • On-going professional development plans in place support restorative and relational practice.
  • A well-considered range of teaching strategies, initiatives and interventions support individual learning approaches and needs.
  • High expectations for student achievement, engagement and attendance is evident across the school.

Where to next?

Moving forward, the school will prioritise reviewing the: 

  • student engagement programme, within the senior school, to know, understand and inform further improvements for target student wellbeing and academic outcomes
  • impact of current teaching strategies and approaches, in the junior school, on student progress, engagement and achievement
  • enactment of restorative and relational practice across the school, to inform improvements.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years. 

Shelley Booysen
Director of Schools

7 December 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Rotorua Lakes High School

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026 

As of August 2023, the Rotorua Lakes High School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Actions for Compliance 

ERO and the board have identified the following areas of non-compliance during the board assurance process: 

  • the school needs to check a primary identity document and a secondary identity document, required for safety checking of workforce.

[Children’s Act 2014, and regulations 5–8 of the Children’s (Requirements for Safety Checks of Children’s Workers) Regulations 2015]

The school has since taken steps to address the areas of non-compliance identified.

Further Information

For further information please contact Rotorua Lakes High School, School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

7 December 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Rotorua Lakes High School

Provision for International Students Report

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.

At the time of this review there were no international attending the school, and no exchange students.

Shelley Booysen
Director of Schools

7 December 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home 

Rotorua Lakes High School - 05/08/2016

Findings

Students experience a wide range of educational opportunities. Pastoral care and guidance supports them to experience positive learning pathways. The school is committed to raising the achievement of all students, particularly Māori. Systematically maintaining and strengthening partnerships with parents ensures all students succeed.

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?

Rotorua Lakes High school is located in the eastern suburbs of Rotorua. The school roll is 662. There are approximately 308 Māori students who whakapapa to local iwi and other iwi throughout Aotearoa.

There is a clear focus on the learner and providing quality learning opportunities for all students. Parents, whānau, students and staff have a strong sense of belonging and are committed to working together to promote positive educational outcomes for all students. The school community has agreed that the mana of the individual student, the school, whānau, and lakes community is paramount to student wellbeing and success.

Close connections and productive relationships with local hapū encourages active participation in the education of their children and mokopuna. A focus on fairness and inclusion for all students contributes to Māori students enjoying and achieving many examples of academic, cultural and educational success.

Leaders are focused on building the collective capability of the teaching staff. Self-review processes contribute to improvements in teaching and learning. The school has made significant progress towards addressing the areas for development identified in the 2013 ERO report. Rotorua Lakes has a positive reporting history with ERO.

2 Learning

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

Student achievement information is used effectively to make positive changes to learners’ engagement, progress and achievement. The school continues to raise achievement levels for all students in Years 9 and 10 and in National Certificate Educational Achievement (NCEA). The school has been consistently achieving above national expectations for NCEA since the 2013 ERO review.

School data indicates that a significant number of students at Years 9 and 10, including Māori, make accelerated progress towards expected curriculum levels in Literacy and Mathematics. The vast majority of students who left the school in 2015 achieved success in NCEA Level 2. In levels 2 and 3 the school achievement data is well above national comparisons.

The school is committed to raising the achievement of all students, particularly Māori students. NCEA data for Māori students has consistently improved since 2013 and is progressing at the Ministry of Education expectation of 85% of Māori leavers achieving NCEA Level 2 by 2017.

Many students benefit from working partnerships with local businesses and tertiary providers that support lifelong experiences. The school effectively tracks and monitors the destination of all students as well as those who attend tertiary and trade related courses and employment.

Trustees are well informed about learners' engagement progress and achievement. They receive comprehensive student achievement reports from the principal and other leaders about student achievement and progress. Informed decisions are made about strategic planning and resourcing. Extra teachers are employed to provide a wider range of relevant learning opportunities for students to gain success in their learning. They have high expectations for raising student achievement and accelerating the progress of students at risk of not achieving.

A leadership team collates, and analyses student achievement information. They track and monitor student progress and achievement in literacy and mathematics from Years 9 to 13. Students who are at risk of not achieving at expected levels are clearly identified and monitored. This information is effectively used to assist teachers to plan appropriate programmes to meet the specific needs of individual students. Building constructive relationships with and sharing student achievement information between schools in the Rotorua East Community of learners, is supporting the successful transition of students from contributing schools to Rotorua Lakes High.

Heads of department and teachers effectively use a range of national assessment tools for Years 9 and 10 students and have aligned these to appropriate curriculum levels and NCEA. They share strategies across subject areas to assist one another to make decisions that will improve student engagement progress and success. Teachers, students, parents and whānau have a very good understanding of how well students are progressing and achieving.

Students have positive learning experiences and are focused on learning. This is attributed to the valuable pastoral care and guidance provided by the Deans. They know students and their families well and use that knowledge to motivate and engage students. Students with high learning needs are well catered for and receive a combination of mainstream and specialist support in ‘Ohaua’. A highly inclusive learning culture fosters student success and wellbeing.

Students' benefit from learning conversations with teachers. They receive ongoing feedback, and feedforward about their progress and achievement. Students are increasingly taking greater responsibility for their own learning. 

3 Curriculum

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

The school curriculum strongly supports and promotes student learning. Teachers from across curriculum areas meet regularly to share and develop strategies to meet the particular needs of Māori and other students', and those who are at risk of not achieving positive educational outcomes. A distributive leadership model encourages all staff to use their skills and expertise in the best interest of all students.

Students in Years 9 and 10 benefit from a considered approach to their placement in classes. These include:

  • extension and curriculum enrichment classes
  • rumaki class
  • mixed-ability classes
  • Te Puawaitanga class (across all year levels).

All students are provided with a wide range of curriculum opportunities to meet their individual learning needs and preferences.

A wide range of appropriate and effective communication practices are used to engage regularly with parents, whānau and community. Whānau views and opinions are valued and respected and they are kept well informed about their child's progress and achievement. Opportunities are provided to assist parents to better understand subject and choices and the range of learning pathways, programmes and career options.

A strategic approach to building the professional capability of teachers is underpinned by a highly effective and comprehensive appraisal process. This includes teacher inquiries that are aligned to target students, and involves learning conversations among teachers, and regular reflection about strategies to more effectively engage students in their learning. Differentiated teaching including use of multiple teaching strategies engage individuals and groups of students.

Teachers are highly reflective practitioners and are continuously focused on improving the quality of their teaching practice. They have positive relationships with students in settled classroom environments. Students demonstrate high levels of interest and involvement in their learning.

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

Māori students are confident and interact positively with each other and teachers within the school. Teachers are focused on raising Māori achievement and have identified and implemented programmes to raise individual achievement and sustain the achievement of those students experiencing success. The appointment of Māori staff into positions of responsibility across the school supports and provides students with confident role models.

A partial immersion class provides parents and whānau with a choice to have their children learn through the medium of te reo Māori. These students learn in the whare 'Manu Korihi i te Ata Pō' where the tikanga of the local hapū is observed. Māori students are confident in the whare and organise and contribute to pōwhiri through whaikorero, waiata and the manaaki of manuhiri. The school is well supported by the local hapū of the area. There are opportunities for other students to learn te reo Māori as part of the options programme.

Māori students are represented across the school in sporting, cultural academic and leadership roles that contributes to positive role modelling for all students. The school acknowledges and affirms the language, culture and identity of Māori students.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance:

  • Trustees are representative of the school community with strong networks that are highly committed to improving educational outcomes for all students.
  • The leadership of the principal is highly effective and strategic. He is consistently striving to improve student learning and achievement.
  • The senior leadership team, heads of department and deans work collaboratively with teachers to improve and sustain quality learning opportunities for students.
  • A school-wide culture of rigorous critical reflection and self review contributes to effectively sustaining the schools positive performance and continuous improvement in teaching and learning.
  • Māori learners are actively engaged in their learning. They are progressing, achieving and succeeding as Māori.
  • Parents, whānau and community have close connections and productive relationships with the school and staff. These connections contribute to successful learning partnerships.

The school has acknowledged that areas for further development are to:

  • Review the strategic plan to set specific student achievement targets that are clear and measurable particularly for Māori students.

Provision for international students

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

At the time of this ERO review there were 5 international students attending the school.

ERO’s investigation confirmed that the school’s self-review process for international students is thorough.

Effective policies and practices support the integration and learning programme of the school’s international students. The international student department is well led by an experienced dean who ensures that all aspects of student life are well managed. Students are provided with expert tutoring to raise their skills in English. They are part of the school community and participate in co-curricular activities that are available to all students.

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.

Conclusion

Students experience a wide range of educational opportunities. Pastoral care and guidance supports them to experience positive learning pathways. The school is committed to raising the achievement of all students, particularly Māori. Systematically maintaining and strengthening partnerships with parents ensures all students succeed.

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

Lynda Pura-Watson
Deputy Chief Review Officer

5 August 2016

About the School 

LocationRotorua
Ministry of Education profile number154
School typeSecondary (Years 9 to 13)
School roll662
Gender compositionGirls    54%
Boys    46%
Ethnic compositionMāori
Pākehā
Other European
Other
47%
40%
  8%
  5%
Special FeaturesResource Teachers: Learning and Behaviour Cluster
Review team on siteMay 2016
Date of this report5 August 2016
Most recent ERO report(s)Education Review
Education Review
Education Review
June 2013
May 2010
June 2007