Roslyn School

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Education institution number:
2439
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
321
Telephone:
Address:

Kipling Street, Roslyn, Palmerston North

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School Context

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.

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 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.

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

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.

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?

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.

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

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.

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.

To improve current practice, the board of trustees should:

  • review and revise practices associated with responding to complaints, filing and recording of in-committee business.

Provision for international students

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.

4 Going forward

Key strengths of the school

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.

Next steps

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’s next external evaluation process and timing

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

About the school

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%
Pākehā 35%
Pacific   9%
Other ethnic groups       14%

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
Education Review November 2011
Education Review November 2008

Findings

Teachers and senior leaders make sound use of achievement information to identify individual learning needs. Teachers reflect on the effectiveness of their practice. Significant curriculum developments include a new entrant reception class, team teaching and e-learning. Measuring the success of programmes is a next development step.

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?

Roslyn School, in Palmerston North, caters for students in Years 1 to 8. At the time of this review, 354 students attended the school. Forty percent of students are Māori and nine percent are of Pacific descent.

Since the November 2011 ERO report, significant initiatives have been developed or extended:

  • a reception class has been introduced for new entrant students to target specific literacy and numeracy needs
  • the school has extended the team teaching approach to include all students in Years 1 to 4
  • teachers are working on strengthening their practice and meeting shared expectations to increase student engagement
  • students in Years 5 to 8 now experience many aspects of the curriculum through e-learning and in two classrooms all students have a laptop
  • Years 7 and 8 students now participate in technology classes at Roslyn School.

The school is in the second year of involvement in the Positive Behaviour for Learning Schoolwide initiative. This has contributed to increased consistency of expectations about behaviour and learning through shared understanding of the school’s values of ‘perseverance, respect, integrity, diversity and excellence’.

2 Learning

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

Teachers and senior leaders make sound use of achievement information to identify individual learning needs, plan teaching strategies and track student progress. A well-considered process for reporting student achievement to parents is established.

School targets are appropriately based on National Standards data. These identify specific groups of students requiring additional support. To strengthen the focus on accelerating student achievement, actions and expected outcomes should be more specific and clearly related to the target.

Teachers have a shared understanding about making judgements in relation to the Standards. The 2013 end-of-year data showed approximately two thirds of students were achieving at and above in relation to the reading, writing and mathematics Standards. It also showed that Pākehā, Māori and Pacific students were achieving at similar levels overall. From this data, writing was identified as a development focus for 2014. A schoolwide picture of progress in writing for 2014 is yet to be collated.

The board of trustees receives regular student achievement reports. Reports would be strengthened by:

  • reporting schoolwide National Standard data at midyear
  • collating and reporting the progress of target students throughout the year
  • reporting the progress and achievement of groups of students, analysed by gender and ethnicity, at least twice a year.
  • Appropriate systems for supporting students with special needs are well established. Teacher aides support their learning within classroom programmes.

3 Curriculum

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

The school’s curriculum promotes and supports learning appropriately. It emphasises literacy, numeracy and information and communication technologies. The key competencies from The New Zealand Curriculum (NZC) underpin learning and interactions. A student learner profile, ‘The Roslyn Kid’ is based on the key competencies. The school has made links between Te Whāriki, the early childhood curriculum and the NZC key competencies, to strengthen its local curriculum and to support students’ transition into the school. The principal has a clear focus on working with the community to provide students with a wide range of learning opportunities.

Results from the newly-established reception class show that most new entrant students have made accelerated progress in alphabet knowledge. Teaching and learning in this classroom includes explicit literacy and numeracy instruction through play-based and personalised learning. Transitions into school and on to secondary school are well managed.

Teachers are working collaboratively to develop a team teaching approach across Years 1 to 4. Teachers state that this has increased their opportunities to reflect on practice. Teachers of Years 1 to 2 students have been successfully implementing this approach since 2012. Open-plan classrooms facilitate cooperation between students and teachers and support inquiry-learning in these junior years.

E-learning is useful in supporting the school’s emphasis on increasing student engagement. This approach incorporates connections to students’ lives, experiences out of school and real world contexts.

Students set learning goals and work collaboratively with learning partners. Most students are engaged in their learning.

A next step is to evaluate the impact of all curriculum initiatives on student progress and achievement.

School leaders collate Pacific students’ achievement data annually. Trustees and leaders have included appropriate goals in the strategic plan to strengthen the school’s response to Pacific students’ culture, language and identity. Documented actions to achieve these goals are not specific nor focused on curriculum development. A next step is to develop clear outcome indicators to ensure that progress towards these goals can be measured and evaluated.

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

A wide range of strategies, programmes and initiatives support Māori student success as Māori. These include leadership awards, the noho marae for students in Years 7 and 8 and senior school kapa haka.

Links are established with Rangitāne o Manawatu, who are guiding and supporting many of the school’s initiatives. Whānau hui are held each term and iwi representatives and school leaders attend. Student achievement data is shared and whānau input is sought. School leaders acknowledge the need to strengthen this initiative by engaging more whānau and supporting them to lead the meetings.

Action plans to improve outcomes for Māori learners include appropriate goals. However, actions to achieve these goals should be more specific and supported with clear indicators of success. These changes should assist the measurement of progress.

Senior leaders, trustees and teachers are beginning to build a shared understanding of te ao Māori. ERO recommends continuing to use the strengths of staff to lead this development.

4 Sustainable Performance

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

The school has appropriate processes in place to sustain and improve its performance.

Sound school governance, identified in ERO’s 2011 report, continues to be evident. Board members are focused on ensuring initiatives have positive outcomes for students. The ethnicity of trustees reflects the school’s community.

Teachers systematically analyse achievement data, reflect on the progress of priority learners and their teaching practice. These processes guide teacher planning in meeting the needs of individual students. The teacher appraisal is robust.

Parents have many opportunities to be involved in the school. Working relationships with parents should be strengthened to ensure that parents, families and whānau participate in decision-making about curriculum and school direction.

A range of information is used well to support self review. Senior leaders develop useful evaluative questions to guide the process. A cycle for annual review of policy and curriculum is established and documented.

ERO recommends that senior leaders develop their evaluative capability and build a shared understanding of evidence-based review. Increased understanding of self review is likely to help with development of curriculum initiatives and promoting positive outcomes for students.

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.

To improve practice, trustees and school leaders should ensure that all students have equitable access to information and communication technologies for e-learning.

Conclusion

Teachers and senior leaders make sound use of achievement information to identify individual learning needs. Teachers reflect on the effectiveness of their practice. Significant curriculum developments include a new entrant reception class, team teaching and e-learning. Measuring the success of programmes is a next development step.

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

Joyce Gebbie

National Manager Review Services Central Region

8 December 2014

About the School

Location

Palmerston North

Ministry of Education profile number

2439

School type

Full Primary (Years 1 to 8)

School roll

354

Gender composition

Male 53%, Female 47%

Ethnic composition

Māori

NZ European/Pākehā

Pacific

Other ethnic groups

40%

37%

9%

14%

Review team on site

October 2014

Date of this report

8 December 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2011

November 2008

September 2005