Kipling Street , Roslyn, Palmerston North
View on mapTēnā 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.
Roslyn School is a full primary located in Palmerston North. The school aspires to achieve positive outcomes for all learners and their community. They seek to develop a sense of pride and progress for learners in their academic, cultural, behavioural, social and developmental learning.
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.
Since the previous ERO report of September 2022, the school has focused on evaluating how well delivery of the school’s literacy curriculum achieves equitable and excellent outcomes for learners in Years 1 to 4.
The school expected to see:
Purposeful student engagement in learning and a positive progress for learners in Years 1 to 4 in literacy.
Robust use of assessment information to meet the many different needs of learners.
The schools’ localised curriculum is documented over time to reflect shared expectations for teaching and learning in delivery of the literacy curriculum.
The greatest shift that occurred in response to the school’s actions is the implementation of a structured approach to literacy. This approach has strengthened teaching practice and reflected increasingly positive outcomes for learners across the school.
The following findings are to inform the school’s future priorities for improvement.
| Learner outcomes are increasingly equitable and excellent. |
| Leaders effectively foster and sustain a culture committed to achieving positive outcomes for learners. |
| Staff participation in relevant PLD has strengthened intentional teacher practice and increased learner engagement, progress and achievement. |
| Key conditions for learning are increasingly achieving positive outcomes for learners. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
Annually: reporting and framing further actions?
Actions taken against these next steps are expected to result in:
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 September 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of July 2024, the Roslyn School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Roslyn 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 September 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within 14 months of the Education Review Office and Roslyn 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
Roslyn School is located in Palmerston North. The school caters for students in years 1 to 8.
Roslyn School’s strategic priorities for improving outcomes for learners are:
to enhance staff and student achievement through a culture of continued improvement, developing teaching, learning and assessment capabilities which align with the New Zealand Curriculum (NZC) and Roslyn’s curriculum
to provide an educationally responsive, localised curriculum that recognises the unique contexts for learning in our community
to honour the Treaty of Waitangi and the diverse ethnic and cultural heritage of our community
to promote health and wellbeing of our students and staff through celebrations, robust systems, to support their hauora.
You can find a copy of the school’s strategic and annual plan on Roslyn School’s website.
ERO and the school are working together to evaluate How well delivery of the literacy curriculum achieves equity and excellence for students in years 1 to 4.
The rationale for selecting this evaluation is:
In 2021 school leaders and ERO worked together to design an evaluation plan focused on evaluating improvements in delivery of the literacy curriculum for learners in years 1 to 4. Introduction of new literacy approaches and the use of literacy progressions for teachers and students has impacted positively on learner outcomes. The school is continuing their focus on strengthening delivery of the literacy curriculum to further develop shared strategies and practice that achieves equitable and excellent outcomes for students.
The school expects to see:
equity and excellence for students and accelerated progress for learners working toward curriculum expectations in literacy
purposeful student engagement in learning and a positive trajectory of progress for learners in years 1 to 4 in literacy
robust use of assessment information to meet the diverse needs of learners
skilled and capable teaching and learning practices in delivery of the literacy curriculum
the schools’ localised curriculum is documented overtime to reflect shared expectations for teaching and learning in delivery of the literacy curriculum.
The school can draw from the following strengths to support its goal to achieve equity and excellence for students in literacy:
participation of teachers in professional learning and development (PLD) is aligned to building teaching strategies in literacy, culturally responsive practice and effective use of assessment
collaborative practice between staff provides regular opportunities to share teaching strategies and incorporate new learning to support learner engagement, progress, and achievement.
appropriate processes and systems are in place to identify, track, monitor and report progress and achievement to trustees, parents, whānau and aiga.
Moving forward, the school will prioritise:
continuing to engage teachers and support staff in relevant PLD to build their collective capability in the delivery of literacy curriculum and use of assessment
ongoing documenting of changes to the localised curriculum as new approaches are embedded into practice
sharing curriculum changes and literacy strategies with stakeholders, parents and whānau to encourage reciprocal learning partnerships.
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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
14 December 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of August 2021, the Roslyn School, School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Roslyn 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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
14 December 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Roslyn School Years 1 to 8 9% in Palmerston North serves a diverse community and caters for students in. Of the 341 students enrolled, 42% are Māori,are of Pacific heritage and 14% are from a range of ethnic backgrounds.
The school seeks to “provide quality learning environments that enable students to develop academic, social, cultural and creative skills for a successful future”. Valued outcomes of the school include developing students who are innovative, connected, inquiring communicators.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
achievement in reading, writing and mathematics
achievement of the school values
student wellbeing and behaviour.
Professional development has focused on building teachers’ cultural competence and capability in te reo me ngā tikanga Māori and effective teaching in literacy. The school is part of the Palmerston North East Kāhui Ako that is currently reviewing its focus and achievement challenges.
The majority of students achieve well in reading and mathematics, however fewer than half achieve in writing. Māori students’ achievement is lower than their non-Māori peers. Pacific students’ achievement is higher than their peers. Girls’ achievement is significantly higher than that of boys in reading and writing. Overall, achievement has risen slightly overtime.
A strong commitment to promoting a range of broad and equitable outcomes for all students to achieve is evident.A wide range of programmes, including mentoring, to support the wellbeing of students are very carefully considered, implemented and reported.
The school continues to strengthen its response to those Māori and other students whose learning and achievement need acceleration. Some acceleration of achievement is evident in the school’s 2017 end-of-year reported data.
Students with additional educational needs are well supported and have their progress regularly monitored and reported. External support is sought as required.
School leaders and trustees promote practices and processes which are responsive to student wellbeing and engagement in learning. Building positive relationships and fostering a sense of belonging are valued.
A responsive, well considered and resourced curriculum promotes student outcomes. A distributed leadership model effectively builds the capacity of teachers as leaders. There is an effective range of opportunities for students to build and strengthen their leadership skills.
Teachers, parents, whānau, iwi and the wider community engage in a range of joint initiatives and interventions to improve learning, behaviour and outcomes for students. A variety of activities and events to welcome and involve students and their families are in place.
A strong commitment to the integration of tikanga Māori is evident throughout school operation. A collaborative partnership with Rangitaane o Manawatū supports students and teachers to grow their understanding of te ao Māori and use of te reo Māori.
Trustees actively seek to remove barriers to student engagement for equitable outcomes. They proactively support school operation and are committed to building strong relationships with the school community.
Clear alignment of school priorities through documentation and actions at all levels of operation is evident. Ongoing reflection and review informs decision making. Leaders have adopted an evaluative framework to support change and improvement. ERO identified, and leaders agree, that there is a need to continue to strengthen understanding of internal evaluation to better understand the impact of initiatives on student outcomes.
Appraisal processes have recently been reviewed and aligned to the Standards for the Teaching Profession. Implementation of this is at an early stage. Teachers inquire into the effectiveness of their practice. Inquiries are linked to school and team goals and findings are shared. Teacher inquiry and the implementation of the school’s appraisal process should continue to be strengthened.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
To improve current practice, the board of trustees should:
Roslyn 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 principal has attested that it complies with and meets all aspects of the Code. At the time of this review there was one international student.
ERO’s evaluation confirmed that the school’s internal evaluation process for international students is thorough.
The school has effective systems in place for providing pastoral care, promoting achievement and supporting involvement in the life of the school and the wider community.
For sustained improvement and future learner success, the school can draw on existing strengths in:
a partnership with Rangitaane o Manawatū that supports the integration of te ao Māori across the curriculum
considered decision making and distributed leadership that supports and directs change
positive relationships with, and involvement of families and community that supports student participation and wellbeing.
For sustained improvement and future learner success, priorities for further development are in:
continued implementation of appraisal and formal teacher inquiry processes to further strengthen teachers’ practice
understanding of evaluation to better measure the impact of initiatives on student outcomes.
ERO is likely to carry out the next external evaluation in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
6 April 2018
|
Location |
Palmerston North |
|
Ministry of Education profile number |
2439 |
|
School type |
Full Primary, Years 1-8 |
|
School roll |
341 |
|
Gender composition |
Boys 53%, Girls 47% |
|
Ethnic composition |
Māori 42% |
|
Provision of Māori medium education |
No |
|
Review team on site |
February 2018 |
|
Date of this report |
6 April 2018 |
|
Most recent ERO report(s) |
Education Review December 2014 |