73 Rowandale Avenue , Manurewa, Auckland
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Rowandale School
School Evaluation Report
Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Context
Rowandale School is located in Manurewa, Auckland and provides education for learners in Years 1 to 6. The school’s learning values engage, empower, and encourage are the foundation of the school’s vision, ‘We grow our People”- Whakatipu ō mātou tangata.
The school provides a Niue bilingual unit Matala Mai- Aoga Ha Rowandale and offers three te reo Māori and three Gagana Samoa enrichment classes.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.
Part C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Expected Improvements and Findings
Since the previous ERO report of November 2022, ERO and the school have been working together to evaluate the impact that the school’s learning values have on learner progress and achievement.
The school expected to see:
Learners supported to achieve to their potential.
- Achievement data indicates that, whilst some learners make sufficient or accelerated progress in reading, writing and mathematics, acceleration of learning remains an area of focus.
- Regular observations of teaching and learning have identified areas for improvement; these insights now inform teacher planning.
Responsible and self-managing learners who are responsible and self-managing because of explicit teaching of the Rowandale School learning values.
- Explicit teaching of the Rowandale School learning values has led to increasingly positive and respectful behaviour and learners using the school values to self-manage.
- Learners are increasingly engaging in meaningful learning activities.
Other Findings
During the evaluation, it was found that learners have increasingly led their own learning; this has contributed to a stronger sense of belonging and confidence.
The greatest shift that occurred in response to the school’s action is the development of a Rowandale School Observation Monitoring Tool which provides leaders and teachers feedback about how effectively teachers are embedding the school values into their classroom practices.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes are improving for some learners. |
- Achievement information for 2023 shows that some learners achieved at or above expected curriculum levels; a small number of learners made accelerated progress in reading and mathematics.
- Māori learners progress at similar levels to their peers; accelerating achievement in writing for all learners is a priority.
- Learners have a strong sense of wellbeing and belonging and are confident in their identity, language, and culture.
- Less than half of the learners attend school regularly; school wide initiatives are improving attendance.
Conditions to support learner success
Leaders collaborate to set and work towards goals to improve learning and wellbeing outcomes for learners. |
- Leaders purposefully use school wide evidence from assessments, observations of teaching and teacher and learner reflections to evaluate teaching, raise teacher capability and nurture learning.
- Leaders set clear expectations for collaborative and responsive teaching approaches to support all learners.
- Leaders cultivate a positive school culture that values and prioritises engagement and partnership with the Rowandale school community.
Increased consistency in the teaching of structured literacy and mathematics is beginning to improve learner achievement. |
- Teachers are beginning to use achievement information to identify and respond to learners who need additional support or who are not making adequate progress.
- A curriculum, planning and assessment team supports teachers to implement and embed effective literacy and mathematics teaching strategies to improve outcomes for learners.
- The local curriculum provides for and celebrates the cultures, languages and identities represented in the school and supports the revitalisation of Pacific languages.
The local curriculum is supported by clear and consistent systems and processes. |
- Teachers are beginning to adapt their practice as a result of regular observations and feedback, effective assessment practices and targeted professional development.
- Families and communities actively participate in school activities that reflect and value the interests and strengths of learners.
- Leaders proactively connect with external agencies in the community; this is strengthening learners’ engagement and attendance.
- Learner wellbeing is prioritised, with a focus on promoting resilience, optimism and a sense of belonging for all.
Part C: Where to next?
The agreed next steps for the school are to:
- raise overall achievement, specifically in writing, through professional learning and development for teachers that promotes the school learning values and sets high expectations for learning
- increase the use of te reo Māori and tikanga Māori across the school and continue to embed mātauranga Māori in the school’s teaching and learning programmes
- further develop and expand the provision of bilingual education to promote Pacific languages and te reo Māori
- continue to work closely with external agencies and whānau to improve attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
- plan and implement a school wide professional learning focus on raising learner engagement and achievement in writing with clear expectations for progress
- review the delivery of te reo Māori, tikanga Māori and mātauranga Māori learning across the school
- gather learner, teacher and community feedback about the provision of bilingual education; develop a plan to further strengthen and expand its provision
Every six months:
- use information from classroom observations and achievement information to adapt teaching practices to ensure all learners are making expected or accelerated progress
- develop a plan that will strengthen and sustain the capability of teachers and learners; continue to measure and monitor progress to improve use of te reo Māori, tikanga Māori and mātauranga Māori
- identify and draw on community resources to inform the further development of bilingual education
- analyse achievement and attendance information and evaluate the impact of current school initiatives to improve learner attendance and engagement
Annually:
- review professional practice through teachers’ observation and learner outcomes in writing to analyse and report progress and planned future actions to the board
- assess and evaluate the provision of te reo Māori, tikanga Māori and mātauranga Māori learning across the school; review and strategically plan next steps
- evaluate the provision of bilingual education to ensure the quality teaching of the languages valued by the community is sustained
- analysis of achievement and attendance data and initiatives to inform board review.
Actions taken against these next steps are expected to result in:
- embedded effective teaching and learning programmes that engage, encourage and empower staff and learners
- improved student achievement outcomes and accelerated progress in writing
- strengthened capability of staff and learners in te reo Māori, tikanga Māori and mātauranga Māori learning
- provision of quality bilingual education according to community aspirations
- improved attendance and engagement.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children
Shelley Booysen
Director of Schools
16 October 2024
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
Rowandale School
Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027
As of August 2024, the Rowandale 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
Further Information
For further information please contact the Rowandale 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
16 October 2024
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
Rowandale School
Te Ara Huarau | School Profile Report
Background
This Profile Report was written within 23 months of the Education Review Office and Rowandale 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
Rowandale School is a contributing school located in Manurewa, Auckland. The school’s learning values of engage, empower, and encourage, underpin all learning experiences and are the foundation of the school’s vision, ‘We grow our People”- Whakatipu ō mātou tangata.
The school offers two Niuean immersion classes and a school-wide Māori enhancement programme.
Rowandale School is a member of Te Kāhui Ako O Manurewa.
Rowandale School’s strategic priorities for improving outcomes for learners are:
- all learners can access relevant, meaningful, culturally responsive, and inclusive learning programmes and environments, resulting in outcomes of equity and excellence for all
- parents, caregivers and whānau are aware of where their child is at with their learning and how to help at home.
- teachers provide appropriate feedback and feedforward for students next learning steps
- leaders and teachers establish how well learning values applied within teaching programmes and classroom environments.
You can find a copy of the school’s strategic and annual plan on Rowandale School’s website.
ERO and the school are working together to evaluate the impact that Rowandale School’s learning values have on learner progress and achievement. This evaluation will inform a refinement of the school’s strategic priorities.
The rationale for selecting this evaluation is:
- the Rowandale School learning values are a foundation of effective teaching and learning
- leaders and teachers plan to monitor achievement trends to evaluate the relationship between the deliberate teaching of the school values and progress and achievement
- leaders and teachers believe that learners will have greater ownership of learning when it takes place within the learning value framework.
The school expects to see learners supported to achieve to their potential and become responsible and self-managing in their learning through the explicit teaching of the Rowandale School learning values.
Strengths
The school can draw from the following strengths to support its goal of measuring the impact that Rowandale School’s learning values have on learner progress and achievement:
- the school’s well-established learning culture and environment are characterised by the values
- collaborative leaders, staff and board who are committed to improving valued outcomes for all learners
- learners who demonstrate a strong sense of belonging and connection to the school
- professional relationships among teachers, learners and whānau which focus on learning and wellbeing
- leaders who support the use of assessment and learning programmes to respond most effectively to learner needs.
Where to next?
Moving forward, the school will prioritise:
- supporting teachers to grow their confidence and capability through ongoing and in-depth professional learning and development in programmes that benefit all learners
- teachers and leaders continuing to ensure assessment informs teaching and learning programmes that respond to the needs of every learner
- supporting learners’ active participation in their learning to increase achievement
- surveying stakeholders (parents, students, teachers) to monitor the impact of Rowandale School’s learning values on learning.
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
12 May 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
Rowandale School
Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025
As of November 2022, the Rowandale 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
Further Information
For further information please contact Rowandale School Board.
The next 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
12 May 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