Jupiter Street, Papakura
View on mapRosehill Intermediate provides a variety of rich opportunities for students to learn and experience success. The school is focused on raising student achievement and providing programmes for emerging adolescents. Its curriculum and welcoming and inclusive culture, engages students well. The values of integrity, respect and self management underpin all aspects of school life.
ERO is likely to carry out the next review in four-to-five years.
Rosehill Intermediate in Papakura draws students from a large number of contributing schools. It has a growing roll and most students move on to nearby Rosehill College. The school hosts two satellite classes for Rosehill Special School. About 30 percent of students identify as Māori and 14 percent have a variety of Pacific heritages. The school community is becoming increasingly diverse with approximately 16 different languages spoken in students’ homes.
The school’s values of integrity, respect and self management underpin all aspects of its operations. The values are visible across classrooms and the playground and are clearly evident in the school’s approach to promoting positive interactions and relationships. The school culture is welcoming, inclusive and supportive for students and their whānau.
The school currently offers students the option of learning in special character classes including: digital, enrichment, and sports academy classes. The technology curriculum is delivered by a team of specialist teachers. The school also provides technology classes for Year 7 and 8 students from a number of schools in the Papakura/Franklin area.
Since ERO’s 2012 review, a curriculum leader has been appointed to work with the principal and deputy principal in the senior leadership team. Team leaders work with teachers in three groups of classes and the technology classes.
The board of trustees focuses on providing high quality outcomes for students during their two intermediate years. Trustees and school leaders emphasise the need to raise student achievement. They also provide good support for the school’s vision of providing a variety of rich learning opportunities for students.
The 2012 ERO report noted that relationships were positive and respectful and that students were well engaged with their learning. The report recommended that the school make greater use of achievement data and collect a wider range of achievement data from other learning areas. Considerable progress has been made in these areas.
The school uses achievement information very well. It is used to help teachers identify each student’s learning strengths and needs and to monitor progress over their two years at the school. In the first weeks of school teachers confirm achievement data and use it to help them adapt programmes as required.
Achievement data is well used to identify groups of students who require additional learning support and to develop specific targets for improving achievement. School leaders and teachers have a sense of urgency about accelerating students’ progress and lifting the number of students who are achieving at or above the National Standards. Comprehensive and well analysed school data shows that targeted teaching strategies result in students making accelerated progress over their two years at the school.
Overall, approximately 60 percent of students are achieving at or above the National Standards in reading, writing and mathematics. A significant proportion of students enter the school achieving well below expected levels. Māori and Pacific students' overall achievement is not yet consistent with that of other groups of students. The school continues to focus on raising the achievement of Māori and Pacific students.
Rigorous systems are followed to ensure that every student’s learning needs are addressed and their progress monitored. These systems enable school leaders and the board to scrutinise the data and make appropriate strategic decisions about resourcing, teaching strategies, and targeted professional learning for teachers. Achievement data has informed the board’s decision to fund additional curriculum leadership roles in the school. It also supports trustees' relentless focus on improving student achievement in literacy and mathematics in particular.
Teachers know the students in their classes very well. They gather a variety of information from parents/whānau and students’ previous schools. Teachers regularly share students’ work and information about their achievement with parents/whānau. Relationships with families are learning-focused and teachers share strategies with parents about how they can support their child’s learning at home. Teachers report to parents about students’ achievement in all curriculum areas. Students’ additional learning needs are well identified and catered for in class and through well established support programmes.
High expectations of teaching and learning are evident throughout the school. There is a strong focus on living the school values. This contributes to a consistently settled, respectful and collaborative working tone in classrooms. Teaching is focused and purposeful and reflects the school’s move towards greater “visibility” of learning.
Students engage well in classroom discussions and activities. They have a good understanding of their learning progress and next steps and are increasingly self managing. School leaders and teachers are continuing to consider ways to increase students’ use and understanding of ‘the language of learning’. This is likely to increase the value of students' discussions about learning.
The school’s broad curriculum is well designed, implemented and managed to promote student learning. It explicitly guides teachers in promoting students’ learning progress and achievement. Curriculum plans and practices are regularly reviewed and updated. As a result, curriculum implementation is consistent across the school.
The curriculum prioritises literacy and mathematics and provides many opportunities for students to enjoy relevant and meaningful learning experiences. The technology curriculum has good connections with core classroom programmes. Inquiry topics are often integrated in technology programmes. The school’s facilities support a focus on the Arts, including music. The board and principal make strategic appointments to ensure staff appointments expand students’ opportunities and provide role models in music and performing arts.
Since ERO’s 2012 review, the school has continued to build its resourcing and capacity in e-learning and digital literacy. A current focus is on strengthening the science curriculum and raising the profile of science in the school. Through the special character classes in the school, curriculum delivery can be adapted according to students’ strengths, interests and abilities, and also to specific teaching approaches. The school recognises the value of reviewing the impact of these classes on students’ engagement, progress, and achievement. A review could then inform future decisions about maintaining or expanding these classes.
Careers education is included in inquiry topics in Year 7 and is more explicit and deliberate in the Year 8 programme. Students have opportunities to learn about other languages including te reo Māori, in six-month blocks. Student and family expertise is sometimes used to support these language learning programmes.
Teachers have good opportunities to take leadership roles in curriculum development. They work in professional discussion groups to collaborate and share teaching approaches, resources and strategies. Teachers engage in relevant professional learning, and consider ways to strengthen their practice in response to specific students, and including modern learning practices. The new curriculum director's role is intended to review and support continual curriculum review and enrichment.
The school monitors Māori students’ progress and achievement and has established a variety of strategies for promoting educational success for Māori as Maori.
The concepts of wananga, ako and manaaki, and the principle of whanaungatanga are features of school practice. One of the teachers’ professional discussion groups is focusing on promoting culturally responsive teaching practices and raising Māori students’ achievement. This group provides support for other teachers to build their confidence in using and integrating te reo Māori in the curriculum.
School leaders, along with a kaumatua and student leaders, meet with Māori whānau to build understanding about whānau aspirations for their children. Māori students are well represented as sports leaders and they have opportunities for leadership in kapa haka and pōwhiri.
School leaders and the board agree that, planned professional learning would help school leaders and the board to review policies and practices related to success for Māori students and to Te Tiriti o Waitangi. It could also help them to better align school documents with the strategies and principles of the Ministry of Education resources, Ka Hikitia-Accelerating Success 2013 – 2017 and Tātaiako - Cultural Competencies for Teachers of Māori Learners.
The school is very well placed to sustain and continue building on its current good practices. Positive outcomes for students are at the heart of school decision-making. The board carefully considers its resourcing decisions to ensure that all students have equitable access to the opportunities offered at the school.
Trustees are well informed and strategic in their planning and resourcing. The school’s strategic direction, goals, and priorities are well linked and shape decision-making. The board includes experienced trustees, new members, and those who represent the Pacific and Indian communities. The board is considering co-opting a Māori trustee to support the boards’ representation and perspectives of the school’s Māori community. The board is also aware of the need for succession planning to ensure governance capacity is maintained and built following the 2016 board elections.
School leaders actively promote the school’s values, priorities and high expectations. They foster a coherent approach to professional learning and practice. The senior leadership team and team leaders work collaboratively and purposefully to build leadership and teaching capacity. The current move to increase the rigour of curriculum self review is a key development that is likely to contribute to improving student learning.
Self review is well established, deliberate and purposeful. It includes whānau and student perspectives and focuses on enhancing teaching practice and improving student achievement. Change is well considered, informed by self review, and introduced in a measured way with a focus on creating positive outcomes for students. School leaders are considering ways to deepen the evaluative nature of their self review.
Rosehill Intermediate is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238Fof the Education Act 1989.
At the time of the review there were no International students attending the school.
The school has attested that it complies with all aspects of the code. ERO’s investigations confirmed that the school’s self review processes for international students is thorough.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
To improve current practice, the board and school leaders should further review the school’s policies to ensure they align with school practices.
Rosehill Intermediate provides a variety of rich opportunities for students to learn and experience success. The school is focused on raising student achievement and providing programmes for emerging adolescents. Its curriculum and welcoming and inclusive culture, engages students well. The values of integrity, respect and self management underpin all aspects of school life.
ERO is likely to carry out the next review in four-to-five years.
Graham Randell
Deputy Chief Review Officer Northern
19 November 2015
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Location |
Papakura, Auckland |
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Ministry of Education profile number |
1473 |
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School type |
Intermediate (Years 7 to 8) |
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School roll |
422 |
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Number of international students |
0 |
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Gender composition |
Boys 52% |
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Ethnic composition |
Māori |
31% |
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Special Features |
Two Special School Satellite Classes on site |
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Review team on site |
August 2015 |
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Date of this report |
19 November 2015 |
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Most recent ERO report(s) |
Education Review |
September 2012 |
Rosehill Intermediate School is located in Papakura adjacent to Rosehill College. Since the previous ERO report in 2009, the student roll of this multicultural school has increased to 358. Approximately 34% of students identify as Māori, and 9% as Pacific. Students arrive at the school from 35 contributing primary schools in the wider geographical area. The school site is shared with two satellite classes operating under the direction of the Papakura Special School.
The school and its community continue to benefit from an experienced and stable senior leadership team. Five classroom teachers have joined the staff in the last 3 years. Led by the principal, the school has been involved in the Ministry of Education funded Papakura Achievement Initiative (PAI) which is focused on raising literacy levels in local schools.
The school mission statement aims to provide a full range of opportunities that motivates learners for the 21st century. The school values of respect, integrity and self management (R.I.S.) were developed in partnership with the community. These values underpin the positive school culture. The board has provided significant funding especially for information and communication technologies (ICT), learning resources and classroom environments.
Students are well engaged in their learning, and a high proportion are making expected or better progress, during their time at the school. They enjoy positive and respectful relationships with their teachers and peers. Classroom environments are settled, purposeful and well-resourced. A feature of the school is the increasing teacher, student and parent access to ICT tools for learning and information sharing.
Teachers and school leaders gather and collate an extensive range of student achievement data in literacy and mathematics. This data is analysed and used well by classroom teachers to plan appropriate programmes to meet different student learning needs, support student goal setting and track and report progress.
An experienced special education needs coordinator oversees an effective pastoral care system which includes students requiring additional support. She ensures these students are efficiently identified, and well supported by appropriate literacy programmes in classrooms and during withdrawal sessions. In addition, the school provides three special character classes at each year level to further extend students in academic, sporting and digital learning.
School-wide data is analysed and reported to trustees and the community. It informs self review and the setting of appropriate targets to raise student achievement in reading, writing and mathematics. School leaders and ERO agree that an important next step is to make more effective use of existing student achievement and progress data at a school-wide level to identify trends and patterns over time and inform critical review. In addition, the school should strengthen the collection and use of student achievement data in learning areas other than literacy and mathematics.
School data from 2011, indicates that a high proportion of Year 7 and 8 students were achieving at or above National Standards in reading, writing and mathematics by the end of the year. School data from standardised tests, gathered in Term one 2012, shows that a significant proportion of students enter Year 7 achieving below age-expected levels in reading, writing and mathematics. Māori and Pacific students achieve at comparable levels to their peers and follow similar patterns of achievement as above.
Students demonstrated pride, confidence and a strong sense of belonging in their school. They respond positively to the high expectations for learning and behaviour which are consistently promoted by staff and school leaders. The school has established an inclusive and welcoming culture for students and their parents and whänau.
The school maintains a strong teaching and learning focus on literacy and mathematics in core classes. This is complimented by a weekly opportunities programme which provides all students with choices for learning in areas of cultural, sporting and digital technologies to extend their interests and strengths. Community resources and facilities are used to provide students with authentic learning experiences such as Youthtown, High Wire Trust, DARE, education outside the classroom activities, school productions and during 'Wider Living Week'. School initiatives allow students to contribute their ideas and develop their leadership skills.
Teachers work as a collegial team and regularly share good practice and curriculum knowledge through professional learning group discussions. They benefit from comprehensive documentation to guide all aspects of their practice. Aspects of effective teaching practice include:
Māori students are strongly represented in school leadership positions and enjoy considerable educational success. A large number of students participate in the successful kapahaka group which is well supported and competently led. Kapahaka leaders hold a strong belief in the potential and cultural advantage of Māori students.
Trustees and school leaders are building productive partnerships with the Māori community and have the support of a school kaumātua. They have developed and begun to implement a planned approach to raising the educational success of Māori students. Knowledgeable and experienced teachers are leading a professional learning group to consistently promote the integration of culturally responsive practices across the school. The principal is contributing to a regional forum working from the local marae Te Puawaitanga o Te Whānau , whose focus is improving social and educational outcomes for Māori.
The school is well placed to sustain and improve its performance. Contributing factors are:
School leaders and ERO agree that areas for further review and development are to:
The school is a signatory to the Code of Practice for the Pastoral Care of International Students established under section 238F of the Education Act 1989. At the time of this ERO review there was one international student attending the school.
The school has attested that it complies with all aspects of the Code. ERO’s investigations confirmed that the school’s self-review process for international students is thorough.
International students benefit from the inclusive nature of this multi-cultural school. They are able to access a well-planned holistic curriculum and receive competent and empathetic pastoral support from staff. International students are able to participate in an extensive range of extra-curricular activities including sporting, EOTC and cultural activities. Their academic progress and personal development is carefully monitored and reported to family and caregivers.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
ERO is likely to carry out the next review in three years.
Makere Smith
National Manager Review Services Northern Region (Acting)
17 September 2012
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Location |
Papakura, Auckland |
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Ministry of Education profile number |
1473 |
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|
School type |
Intermediate (Years 7 to 8) |
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School roll |
358 |
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Number of international students |
1 |
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Gender composition |
Girls 51% Boys 49% |
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Ethnic composition |
NZ European/Pākehā NZ Māori Indian Samoan Tongan Fijian Cook Island Māori Chinese Tokelauan Niuen Other |
44% 34% 7% 5% 2% 1% 1% 1% 1% 1% 3% |
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Special Features |
Two Special School Satellite Classes on-site |
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|
Review team on site |
July 2012 |
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|
Date of this report |
17 September 2012 |
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|
Most recent ERO report(s) |
Education Review Supplementary Review Education Review |
December 2009 January 2007 October 2005 |