Rosehill College

Rosehill College - 17/12/2018

School Context

Rosehill College is a large co-educational secondary school catering for students from Years 9 to 13. The school has a current roll of just over 1700 students, including 25 percent who are ori and 12 percent who have Pacific heritage.

The school’s mission statement is to provide a learning environment where ‘together we create an environment for personal excellence’. It supports the school’s vision of developing critical thinking, connected, global citizens who are lifelong learners. This is underpinned by the key values of manaakitanga, responsibility, respect and care.

The board’s strategic goals are to:

  • provide students with learning opportunities to improve engagement, achievement and individualised pathways

  • promote ori and Pacific successful educational and cultural outcomes

  • develop personalised learning pathways

  • provide a supportive learning environment.

Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:

  • achievement information for students in Years 9 and 10

  • achievement within the New Zealand Qualification framework

  • participation, contribution and engagement information across sporting, arts and cultural areas

  • trends and patterns in retention and attendance.

The school is part of the Rosehill Community of Learning | Kāhui Ako (CoL).

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is working towards achieving excellent and equitable outcomes for all students.

National Certificate of Achievement (NCEA) results show the majority of students achieve NCEA Levels 1, 2 and 3. Continuous improvement in Level 2 achievement is evident over the last three years. The number of learners achieving NCEA with merit and excellence endorsements has increased. This demonstrates that some groups of students are making accelerated progress.

Disparity in achievement for ori students is evident in NCEA Levels 1, 2, 3 and University Entrance (UE). Approximately half of ori students achieve Level 1, with the majority of students also achieving Level 2. The majority of Pacific students achieve NCEA Levels 1 and 2. In 2017 Pacific students achieved Level 2 at higher levels than other groups in the school. Addressing in-school disparity for ori and Pacific students at NCEA Level 3 and University Entrance is a priority for the school.

School achievement data show that girls’ achievement is generally higher than that of boys at all levels of NCEA and UE. School data show that boys and girls achieved at similar levels at NCEA Level 2 in 2017. Boys’ achievement levels have maintained an upwards trend for the last three years.

Year 9 and 10 students are regularly assessed in their literacy and mathematics achievement. Teachers and Heads of House target and monitor individual students who are at risk of not achieving, in order to ascertain their progress. Leaders and teachers use this information to identify planning and teaching strategies.

Learners achieve well in the school’s wider valued outcomes. Students show a strong sense of belonging and contribute to the wider life of the school through sports and leadership. They build good learning relationships with each other and their teachers.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is working towards achieving parity in outcomes for ori, Pacific and other students whose learning needs acceleration.

Disparity for ori and Pacific students is continuing to be addressed. Departments offer more manageable numbers of credits to support deeper learning. Programmes and course content are adapted to better meet students’ needs, respond to student pathways and increase engagement in learning.

Learning support for students with additional needs is well coordinated. There is increasingly effective communication and sharing of knowledge between specialists, classroom teachers and Heads of House. Students’ learning needs are identified and appropriate support is provided, enabling children to access responsive learning programmes. Students with additional learning needs are very well supported to progress, participate in, and achieve their individual goals.

The school has taken positive steps in recent years to implement a range of strategies and programmes that support increased opportunities for ori students to achieve learning success. There is a strong focus on developing culturally responsive and relational practices to support greater engagement. The board is working to further promote and enable bicultural leadership at management and governance levels.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

The board of trustees and leaders have a focus on and commitment to equitable outcomes for all learners, student and staff wellbeing, and ongoing community engagement.

Students experience a welcoming and caring environment that values them and their hauora. Pastoral care for students is focused on learning. High levels of support assist in reducing learning barriers and supporting engagement with learning. Learners benefit from the school’s inclusive culture.Respectful and affirming relationships between teachers and students are evident. This promotes an environment in which students have a strong sense of place and belonging.

Staff are engaged in appropriate professional learning opportunities. Recent new initiatives focus on teacher inquiry and strategies to support acceleration for all learners. These initiatives, along with ongoing learning opportunities for teachers, are aligned with the school’s strategic direction. Embedding these initiatives should further develop a more culturally responsive curriculum and teaching strategies across all levels of the school.

Middle leadership is effective in strengthening conditions for equity and excellence. Leaders reflect on and respond well to achievement data, adapting and evolving programmes to meet student needs. Most departments are offering increasingly flexible learning programmes and assessments that better respond to students’ individual interests, needs and strengths.

The school has consistent expectations for learning. Student engagement for learning and achievement is promoted and supported by staff. Student leadership programmes foster students’ confidence and skills to contribute to, and actively influence, school development. It is timely for the school to seek out ways they can increase these opportunities for larger numbers of students.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

The school has the capacity to accelerate learning for learners.

Leaders agree that they should now review and embed initiatives that have the potential to impact positively on student culture, and staff and student wellbeing. This could further support the achievement of equity and excellence for all learners, and their ability to access meaningful pathways.

It is timely to focus on building further coherence and alignment across school systems and teaching and learning practices. This includes building capability and capacity across the school to reduce variability in practice. Senior leaders and teachers could further develop practices to support collaboration and building shared knowledge. A priority for the school is to adopt those teaching and learning approaches that improve outcomes for all students. Monitoring alignment between these practices should sustain improvement and help achieve consistently equitable outcomes for students.

Leaders, teachers and trustees recognise the positive impact that parent and whānau partnerships and strong community engagement have on student success. The school should continue to seek out ways to grow connections and build relationships with the local community.

3 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

  • finance

  • 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.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (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 review there were 35 international students attending the school.

Rosehill College has good systems to provide education and pastoral care for international students. Their progress towards achievement is monitored, and student course selections are considered and personalised. Students integrate well into the school community. Improved reporting on wellbeing and achievement to the board would strengthen the provision for international students.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • leadership that promotes positive connections and relationships that actively support equity and excellence for all learners

  • pastoral care that responds to students’ needs, promotes their wellbeing and supports their learning success

  • strategic goals and professional learning that are aligned to promote cultural responsiveness.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • continuing to implement key initiatives to develop positive culture and wellbeing

  • developing a coherent and formalised approach to identify and adopt teaching and learning approaches that improve equitable and excellent outcomes

  • expanding internal evaluation practices to measure the impact and effectiveness of initiatives on improving student outcomes

  • seeking ways to further develop community connections and partnerships to enhance student engagement and achievement.

ERO’s next external evaluation process and timing

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

Violet Tu’uga Stevenson

Director Review and Improvement Services

Te Tai Raki - Northern Region

17 December 2018

About the school



Ministry of Education profile number


School type

Secondary School

School roll


Gender composition

Girls 50% Boys 50%

Ethnic composition

Māori 25%

Pākehā 39%

Samoan 6%

Asian 18%

other Pacific 6%

other ethnic groups 6%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

October 2018

Date of this report

17 December 2018

Most recent ERO report(s)

Education Review November 2015
Education Review July 2012
Education Review November 2009

Rosehill College - 19/11/2015


Rosehill College provides meaningful and relevant learning experiences for students. Respectful relationships and opportunities to contribute and participate promote a positive school tone and high levels of student engagement. Capable leadership and professional inquiry support school development and strategic decision making.

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

1 Context

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

Rosehill College, in Papakura, provides a broad and well-resourced Year 9 to 15 curriculum. The culturally diverse student population includes a significant proportion of Māori and an increasing number of Pacific students. The school has a positive ERO reporting history and has benefitted from innovative school leadership and well regarded past principals.

A new principal and associate principal were appointed in 2014. The transition to new leaders has been well managed. The board of trustees has selected leaders who they are confident will continue to provide education that is inclusive and responsive to all learners.

The community is positive about the school and students are proud of their achievements. Consultation with whānau and iwi representatives is strengthening the school’s commitment to improving outcomes for Māori students.

A strong and dynamic senior management team with a clear vision continues to drive the school’s operations. Student achievement and wellbeing are key priorities for teachers and trustees. Ongoing improvements in teaching and learning are strategic and well managed.

The college has a wide network of local and contributing primary schools. Shared information about students supports effective transition practices. Student leaders have an active role in welcoming and mentoring students who are new to the school.

Partnerships with parents are highly valued. Relationships with Māori whānau are enhanced through the support group Te Roopu Awhina. High quality pastoral care and shared values of manaakitanga contribute significantly to the school’s settled tone.

Staff are confident in the school’s direction and goals. Self review is being strengthened through teacher‘s reflective inquiry. Internal and external review findings are carefully considered and priorities are determined through the close analysis of student outcomes.

2 Learning

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

Senior and junior student achievement information is well used. The collation and analysis of achievement data is a key role for curriculum leaders and is regularly reported to the board of trustees. The identification of patterns and trends informs strategic and annual goals and is a catalyst for improving professional practice.

Students in Years 9 and 10 make very good progress. Leaders in each learning area analyse and report progress in relation to the levels of The New Zealand Curriculum (NZC). Senior managers have identified a refinement in the way this information could be used in the future. Reporting overall percentages of students achieving at and above expected curriculum levels and the closer targeting of learners below expectations would be useful next steps.

Senior student achievement is also well analysed. Positive trends in Level 2 and 3 in the National Certificates of Education Achievement (NCEA) have continued. Achievement overall at Levels 1, 2 and 3 is very similar to national averages and to schools of a similar type. Goals set for 2015 for increasing NCEA Endorsement levels are challenging and appropriate.

A strong focus on raising Māori student achievement has seen encouraging results, with improvement evident in NCEA Levels 2 and 3. Pacific student achievement in NCEA has improved significantly especially at Level 1. School leaders are well aware of continued disparities in outcomes for groups of learners who are underachieving. These priorities are clearly indicated in strategic and annual planning goals.

Respectful relationships with students are central to the school’s teacher effectiveness profile. Teachers are well supported through school based professional learning and development. Appraisal feedback and observation encourages the use of achievement information for inquiry and reflection. These strategies are having a positive impact on improving student engagement in learning.

A range of strategies have been developed to support student achievement. Incentives designed to increase student engagement and attendance are encouraging higher retention levels. New electronic portals are enabling parents and students to track and monitor results throughout the year. Academic mentoring systems have been strengthened, and together with parent partnerships, are becoming key strategies for lifting student achievement.

3 Curriculum

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

The curriculum promotes and supports student learning effectively. Learning programmes are under continuous review to ensure students have opportunities to succeed. A comprehensive pastoral care network and house system complements the formal curriculum and provides very good support for student wellbeing.

Students have access to a wide range of learning programmes. Most programmes are focused on academic subjects, but the curriculum is increasingly offering some alternative pathways, for example in automotive engineering and hospitality. Students are also enthusiastic about learning experiences beyond the classroom, gaining skills in areas such as the performing arts, sports, work experience, and leadership.

Māori staff and the whare wananga, Moemoea, provide students with a meaningful setting for cultural experiences in tikanga and te reo Māori. The board is considering improvements to the whare in its long term property development plans. A network to support Pacific students has been recently introduced. Recognition of students’ cultural identity and celebration of cultural diversity enriches the curriculum for all students.

Additional learning support is well resourced and managed. Literacy and numeracy strategies are implemented across the curriculum and students with special learning needs are well served by specialist teachers and trained teacher aides. Well-designed early intervention and special assessment programmes are having a positive impact on outcomes for these students.

The school has well analysed leaver destination and careers information that suggests future considerations for reviewing the curriculum. While half of student leavers currently seek university or other tertiary education, school leaders are beginning to explore options for designing more personalised and vocationally focused pathways. Future-focused learning is a positive next step for the school’s curriculum.

Increased use of digital learning is extending the curriculum. The school has a well-managed and planned approach to students bringing their own electronic devices. These developments are increasing students’ understanding of learning and strengthening learning partnerships with parents. Continued support for teachers to strengthen e-learning approaches is recognised by the board.

Self review and reporting is clearly evident in the roles of faculty leaders. Embedding a broader culture of evaluation could involve curriculum leaders and teachers in refining school goals as specific and measurable targets, and using questioning as the basis for reporting the impact of strategies and initiatives.

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

The school roll includes 24 percent Māori students. Some of these students have attended bilingual and immersion Māori programmes in previous schools and have a strong sense of their language, culture and identity. Many Māori students, with whānau support and the involvement of local expertise, participate in the school’s successful kapa haka group.

The school recognises and celebrates the cultural heritage, language and identity of its Māori students and whānau. Consultation with whānau through Te Roopu Awhina has contributed to the development of a Māori Education plan. The principal, appropriately, takes a key role in implementing and leading the plan.

School leaders and teachers support the board’s strategic goals for raising Māori achievement. Ministry of Education initiatives such as Te Kotahitanga and Kia Eke Panuku, encourage school-wide culturally responsive teaching practices that benefit Māori learners.

The board and staff have a strong commitment to promoting success for Māori. Goals have been set to improve educational outcomes for Māori students. Local hapū, Ngati Tamaoho, have partnered school leaders to support Māori students who are most at risk of not succeeding.

Trustees are keen to increase the pace of improvement and to evaluate the success of the planned actions.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance.

The school is well served by its collaborative senior leadership team. Members of the team have clear responsibilities and work constructively to promote and sustain school goals and initiatives. Their roles provide effective support for the school’s curriculum and middle managers.

The school has good strategic and operational planning models. Priorities are student centred and determined through self review and consultation. Decision making is informed by evidence and analysis. The board is very well informed about student achievement and wellbeing.

Teacher development is aligned to the schools strategic direction and priorities. Teachers share their successes and are open to new learning. Teacher appraisal systems have been strengthened with the focus on inquiry and evidence gathering. Accelerating achievement of Māori and Pacific learners is an expectation of teacher practice.

The principal, who was appointed in 2014, is a respected and collaborative educational leader. Together with the board of trustees, she is consulting students, parents and staff in reviewing the school’s vision and mission statements. Changes in leadership have been thoughtfully managed and are supporting reviews in key areas of school operation.

The wider school community is well represented by the board of trustees. Newly co-opted trustees have valuable contacts with whānau of Te Roopu Awhina and local Tainui hapū. Board members are keenly interested in the school’s progress and contribute useful management capabilities and community knowledge.

Board members are considering ways to review their governance operations, including the need for whole board training. The board is aware of its legislative obligations. It is implementing a work plan as a useful guide for trustees, and to ensure a more systematic approach to undertaking governance responsibilities.

Provision for international students

Rosehill 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 31 international students attending the school.

The school has well-established systems and provides high quality services for international students. An experienced international student director and home-stay coordinator ensure that students have appropriate learning programmes and access to guidance and pastoral care. They closely monitor the wellbeing of students while in the care of their home-stay families.

Support is available through the English and languages faculties for those students who require additional English language. A dedicated international students’ centre offers a comfortable environment for students to gather and meet with the staff. An orientation and induction programme is provided.

International students are well integrated into the life of the school. Many participate in school sports teams, music and drama. The school undertakes regular comprehensive reviews of its policies and practices related to international students.

The school has attested that it complies with all aspects of the Code and has completed its required annual self review. ERO’s investigations confirm that the school’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.


Rosehill College provides meaningful and relevant learning experiences for students. Respectful relationships and opportunities to contribute and participate promote a positive school tone and high levels of student engagement. Capable leadership and professional inquiry support school development and strategic decision making.

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

Graham Randell
Deputy Chief Review Officer Northern

School Statistics


Papakura, Auckland

Ministry of Education profile number


School type

Secondary (Years 9 to 15)

School roll


Number of international students


Gender composition

Girls       52%
Boys      48%

Ethnic composition

Middle Eastern


Review team on site

September 2015

Date of this report

19 November 2015

Most recent ERO report(s)

Education Review
Education Review
Education Review

July 2012
November 2009
September 2006