1 Context
What are the important features of this school that have an impact on student learning?
Rotorua School is located in the central business district and caters for students in Years 1 to 8. The school has strong affiliations to Ngāti Whakaue and Te Arawa. At the time of this ERO review there were 195 students, almost all of whom identified as being Ngāti Whakaue and Māori.
Rotorua School places a strong emphasis on promoting Māori values such as whanaungatanga, tika and mātauranga. Students are immersed in a school setting where tikanga and te reo Māori are actively fostered and promoted. Parents can choose to have their children educated in either rumaki or mainstream education. The school enjoys strong support from parents who take an active part in decisions that help support students’ learning. This partnership reinforces the school’s commitment to empowering students to become confident learners.
Recent school initiatives and developments have been the appointment of a new assistant principal in 2015 and teacher participation in school-wide professional learning and development in mathematics. The ‘Rangihakahaka’ initiative is a collaboration with Ngāti Whakaue to develop a school curriculum that strongly reflects their traditions, tikanga, history and stories as well as their aims and aspirations for the education of Ngāti Whakaue children.
While there have been issues over the years relating to concerns about governance, leadership and teaching practice, the most recent ERO report in 2012 noted the school had made good progress in these areas.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
The school uses a range of assessment tools to gather information on student achievement. This data is used by the leadership team to make decisions about school targets and school-wide planning, inform teacher professional learning and development, and to identify students requiring learning support.
Internal moderation of assessment data as well as moderation with other schools has helped teachers make valid and reliable overall teacher judgements in relation to the National Standards and Ngā Whanaketanga Rumaki Māori. The board is well informed about student achievement and trustees make good use of this information to inform decision making about school resourcing and priorities.
There are good examples of teachers gathering a range of assessment data, including data from the previous year and beginning of year testing, to identify the levels, needs, strengths and interests of students. In some classes effective use is made of assessment data to differentiate learning for students. However this practice is not consistent across the school.
The Ngāti Whakaue Enrichment Centre is a significant resource to support student learning. Students have access to an extensive range of support programmes to accelerate their literacy needs in both rumaki and mainstream classes. Student achievement is carefully monitored and their progress is measured to determine the extent to which they have reached expected levels. This process further supports the learning for these students in classroom programmes.
Parents are well informed about their children’s learning by written reports and at parent teacher conferences. Parents who spoke to ERO appreciate the many opportunities for informal discussions about their children’s learning with teachers and school leaders.
While there are good examples of the school using data effectively the analysis and use of student achievement information could be significantly improved. There is a need for:
- the principal to take greater involvement in the analysis, use and reporting of student achievement data
- school-wide targets that are challenging and measurable and are accompanied by regular progress updates as part of the principal’s reporting to the board
- a planned and methodical approach to reaching the Ministry of Education targets for student achievement by the end of 2017.
Strengthening the management and use of school-wide student achievement data is likely to provide clear direction for future planning and development.
Since the ERO onsite visit, the school has developed monitoring and tracking systems for those individual students who are below or well below expected achievement levels.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school’s curriculum provides a wide range of opportunities for students to experience success including sports, Education Outside The Classroom (EOTC) activities, performing and visual arts and Mandarin language. In classrooms, a range of strategies supports students to learn higher order and critical thinking skills. Teachers plan collaboratively to integrate the learning areas of The New Zealand Curriculum (NZC). The increasing use of digital technologies in classrooms is a new and exciting curriculum initiative for teachers and students.
The school is working closely with Ngāti Whakaue to devise ‘Rangihakahaka’, a systematic and sequential approach to teaching local history, knowledge, language and culture. A next step for senior leaders is to complete the development of a local school curriculum bringing together The New Zealand Curriculum, Te Marautanga o Aotearoa and Rangihakahaka.
A feature of the school is the positive and inclusive school tone and culture. Students are friendly, warm and caring. They understand the school values of pono, manaaki, and whanaungatanga which are well modelled in classes and the playground. Students demonstrate a positive attitude and enthusiasm for learning.
Teachers are committed to their professional growth and development. They are participating in a range of programmes and initiatives to strengthen their professional knowledge. Teachers in rumaki have sought relevant professional learning and development including te reo Māori to strengthen this aspect of their teaching practice.
Across the school, where ERO observed good practice, teacher planning clearly documented the specific strategies needed to help individual students to improve their reading, writing and mathematics. Teachers grouped students according to similar learning needs, and effectively used their knowledge of students to guide small group instruction and give constructive feedback and feed forward to students. Follow up work for students was purposeful and provided an opportunity for them to consolidate their learning.
A key next step is to continue to strengthen the quality and consistency of teaching practices across the school. Senior leaders are aware of the need to closely monitor and support teachers to develop their practice. To help strengthen consistency, senior leaders should develop an agreed model of effective teaching practice, and ensure these expectations are closely monitored through regular observations and feedback to teachers.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is not well placed to sustain and improve its performance. There is a need for the principal to take a significant role in guiding the board and staff to lift student achievement, school performance and accountability.
In order to improve the capacity of the school to sustain and improve its performance, attention should be given to:
- defining and documenting a localised school curriculum
- improving the quality of teaching practice so that it is consistently high across the school
- strengthening the quality of leadership, guidance and support for teachers in rumaki classes
- raising achievement levels for those students who are below or well below expectations in reading, writing and tuhituhi
- strengthening self review to improve outcomes for students
- trustees undertaking regular board training to improve their understanding of their governance roles and responsibilities.
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.
In order to meet its legislative responsibilities the board of trustees must ensure the principal's appraisal is completed annually[(National Administration Guideline 3)]
Recommendations to other agencies
It is recommended that the Ministry of Education facilitate support for the school to address the issues identified in this report.
Conclusion
This report acknowledges school potential and recognises changes that have occurred following the ERO visit. Concerns remain about professional leadership affecting the school's ability to lift student achievement. There is a need for the principal to take a significant role in guiding the board and staff to achieve positive student outcomes.
ERO intends to carry out another review over the course of one-to-two years.
Graham Randell
Deputy Chief Review Officer Northern (Acting)
21 July 2015
About the School
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Location
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Rotorua
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Ministry of Education profile number
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1934
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School type
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Full Primary (Years 1 to 8)
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School roll
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195
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Gender composition
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Girls 51%
Boys 49%
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Ethnic composition
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Māori 96%
Pacific 3%
Other 1%
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Special Features
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Rumaki Education
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Review team on site
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May 2015
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Date of this report
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21 July 2015
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Most recent ERO report(s)
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Education Review May 2012
Supplementary Review June 2009
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