Roseneath School

Roseneath School - 12/09/2017

Summary

Roseneath School (Te Wai Hirere) is a small primary school situated on Point Jenningham in Wellington city. It caters for children in Years 1 to 8 who come from the local community and other Wellington suburbs. Of the 117 children on the roll, 9% are Māori.

Since the February 2014 ERO evaluation, a new classroom has been added to the school site. Some restructuring of school leadership has occurred since the long-serving principal resigned at the end of 2016. The board of trustees has been elected over the past few months.

The areas for further development identified in the previous ERO evaluation formed the basis of school self review in 2014.

How well is the school achieving equitable outcomes for all children?

Children achieve well at Roseneath School. National Standards information indicates overall improvement over the past three years. Māori children achieve as well as or, in some areas, better than non-Māori.Trustees and staff are clearly focused on achieving equitable outcomes for all. At the time of this evaluation most children achieved at or above in relation to National Standard expectations. Strong emphasis is given to all children achieving success across the curriculum, with accelerated progress evident in reading, writing and mathematics for some at risk of underachievement.

Families are welcomed and valued as partners in their children’s learning. A high level of parent participation is apparent.

The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

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

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school responds effectively to those children whose learning and achievement need acceleration. Most children, including Māori and Pacific, achieve at or above in relation to National Standard expectations with examples of acceleration over time for those below. The school identified that boys achieved slightly below girls in reading, writing and mathematics. Some shift occurred in 2016. However, lifting achievement for a group of boys in reading and writing continues to be a focus.

Māori children enjoy success as Māori. Achievement information shows that they achieve as well as or, in some areas, better than non-Māori children. Teachers, leaders and trustees demonstrate a commitment to continuing to develop and improve their knowledge and understanding of what success for Māori looks like. The school environment is conducive to children succeeding across the curriculum.

Well-established moderation processes are in place. Student learning is regularly assessed using an appropriate range of tools alongside anecdotal and observational information. Data is used well to inform teaching and learning and to report to parents and the board. The school identifies that external moderation through the Community of Learning | Kāhui Ako is a next step.

The school makes good use of assessment information to identify children’s learning needs and plan differentiated programmes. Those achieving below in relation to National Standards expectations are allocated additional support. Their progress is regularly shared, monitored and reported to the board.

High expectations for all children to achieve success are in place. A well-considered achievement plan guides effective classroom practices and supports teachers to plan suitable strategies for children working at all levels.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

Trustees and the teaching team are clearly focused on promoting achievement of equity and excellence.

A strong focus on giving effect to the school vision of ‘a school community that is passionate about all learning and values success’ is evident.

The new board has made a considerable effort to ensure expectations, roles and responsibilities pertaining to governance are clearly identified and understood by trustees. A range of external support has increased the effectiveness of their stewardship. They are supportive of the teaching team. Relationships are based on trust, respect and openness.

Leadership supports cohesive teamwork and good relationships. Comprehensive reports about student achievement and school priorities are regularly presented to the board to inform trustees’ decision-making.

Children participate and learn in a caring, collaborative learning environment. They enjoy a sense of belonging and connection to the school, friends and community. They are included and cared for and well supported to establish and maintain positive, respectful relationships. Opportunities for leadership and to have their voices heard, are well established.

A broad, responsive curriculum enables children to learn, achieve and progress across a range of topics and subjects. While literacy and mathematics are prioritised, there is also a strong focus on digital technology, science, the arts, physical education and key competencies. Children are supported to take greater responsibility for their progress and achievement. Meaningful contexts support their engagement in learning.

Families are welcomed and valued as partners in their children’s learning. A high level of parent participation is apparent. They are well informed about their children’s progress and achievement.

The appraisal process is responsive to teachers’ development needs and supports them to improve their practice. Teaching as inquiry and the Practising Teacher Criteria (PTC) are integrated into the school approach. While teaching as inquiry is well established, teachers need to be more explicit regarding how they meet all the PTC.

Internal evaluation is valued as a tool to promote improvement. Trustees have begun to use internal evaluation to strengthen and promote effective board practice. The school has adopted a suitable framework to support decision making at all levels.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

The board and school leadership are positive about further developments to improve stewardship, leadership and excellence, educationally powerful connections and a culturally responsive curriculum.

The board is continuing to embed the new governance framework. Trustees and leaders are aware of the need to further:

  • develop a culturally responsive curriculum and whānau connections

  • build a shared understanding of internal evaluation for evidence-based decision making

  • strengthen health and safety systems, including hazard identification and procedures

  • identify clearly the impact and outcomes of initiatives and resources funded by the board to raise student achievement

  • embed changes to the revised appraisal system.

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

  • 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.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

The board has indicated that participation in an internal evaluation workshop would be a useful next step for the school.

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

12 September 2017

About the school

Location

Wellington

Ministry of Education profile number

2982

School type

Full Primary (Years 1 to 8)

School roll

117

Gender composition

Boys 61%, Girls 39%

Ethnic composition

Māori 9%

Pākehā 79%

Other ethnic groups 12%

Provision of Māori medium education

No

Review team on site

July 2017

Date of this report

12 September 2017

Most recent ERO report(s)

Education Review February 2014

Education Review December 2010

Education Review February 2008

 

Roseneath School - 20/02/2014

1 Context

What are the important features of this school that have an impact on student learning?

Roseneath School is a small primary school situated on Point Jerningham in Wellington city. It caters for Year 1 to 8 students who come from the local community and other central Wellington suburbs. The school’s compact site, on several levels, provides a variety of interesting play areas.

The board of trustees and staff are representative of the school community and work together to promote positive outcomes for students. Success is celebrated in multiple ways for a range of achievements across a wide and varied curriculum.

At the time of this review, in October 2013, it had a roll of 149, with 8% of students identifying as Māori. The school has experienced a time of considerable roll growth over the past one to two years and is currently in the process of establishing an enrolment scheme.

The school has a very positive reporting history with ERO. Strengths outlined in the December 2010 ERO report have been sustained and improved. Teachers have engaged in continuous professional development to enhance practice and meet students' needs.

2 Learning

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

High achievement is valued and actively promoted. Trustees, principal and teachers have, and clearly communicate, high expectations for learning. They use information effectively to make decisions that foster student engagement, progress and achievement. Goals, targets and action plans are well considered and set a framework for guiding professional learning, performance appraisals and school initiatives. There is a coherent and reflective approach to school operation.

Progress of all students is monitored closely and tracked over time. Teachers know how well each student is progressing. They gather a comprehensive range of valid and reliable assessment data from across the curriculum, including nationally standardised tests to inform literacy and numeracy judgements. A schoolwide focus on writing has included regular reinforcement of reliability of judgements through moderation across the curriculum levels.

National Standards achievement data reported indicates that students, including Māori and Pacific, are progressing and achieving very well. At the end of 2012, most students achieved at or above in relation to the Standards for reading and mathematics. The slightly lower results for writing were identified and are being addressed through the current development focus.

Comparisons of achievement patterns in literacy and mathematics enables school personnel to know that some students need more support. Students requiring additional support to meet the National Standards are catered for in class programmes and withdrawn for additional, targeted teaching. Subsequent achievement information shows students have made good progress since the beginning of this year and are tracking well against the 2013 end-of-year National Standard expectations. With accelerated progress evident, a high overall achievement profile can be expected to be sustained.

Very good levels of student engagement were observed in classrooms and the school environment. Students are well supported by teacher-provided prompts, resources and activities to undertake independent learning at an appropriate level. This skilled support of learning allows students to access and understand the content of lessons.

Programmes for learners with specifically identified needs are planned and implemented effectively. Progress toward individual goals is monitored regularly by teachers and leaders. Information shows that priority students and those with high learning needs are also making good gains. Students' transitions into, within and out of the school are thoughtfully supported.

A collaborative approach between the teacher, student and parent is evident. Parents receive comprehensive information about their child’s progress and achievement in relation to the National Standards, all curriculum areas and key competencies. Reports are supported by student portfolios containing selected samples which illustrate what is reported. Students are learning to take ownership of their progress and achievement through participation in three-way conferences and personal goal setting. A next step is to further develop teacher feedback to support students' ownership of their learning.

3 Curriculum

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

The school’s curriculum effectively fosters student engagement and successful learning experiences. The wide and varied curriculum offers depth of learning experiences. It is informed by community wishes and is faithful to all areas of The New Zealand Curriculum. The curriculum focuses on students succeeding and excelling in all areas. An emphasis on the arts is evident.

Classroom programmes are carefully designed. They are informed by analysis of student needs and responsive to their interests. All unit plans integrate core areas and incorporate progressive development of key learning competencies, knowledge and skills. Clear documentation outlines expectations of teachers for planning delivery and content within their programmes.

Learning units are inclusive of the cultures within the school. All teachers and students have opportunities to engage in meaningful bicultural experiences. These include increasing their understanding of te reo me ngā tikanga Māori.

Interactions are co-operative and harmonious across the school. Teachers build positive relationships with students and support them to relate well to their peers. Students have opportunities to contribute to the running of the school through leadership roles and responsibilities.

Teachers’ practice is continually developing through professional learning. They regularly discuss their teaching, identify what is working well for students, and modify their practice to facilitate learning and accelerate progress. This is supported by teachers’ formal inquiries into the effectiveness of their practice. A collaborative approach helps to maintain consistency of quality across the school and raise awareness of strategies that are most effective for supporting and accelerating student progress and achievement.

There is regular evidence-based reflection and evaluation of the effectiveness of students’ enjoyment and learning. Teachers also use achievement information, research, and colleagues' expertise to guide their reflection on practice. From this the school has identified enhanced teaching of the key competencies to develop self-regulated learners as its next step.

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

High expectations of Māori students are expressed. Support for Māori students to enjoy success in their learning experiences and as Māori, is well planned and implemented. As a result, Māori students are achieving well, particularly in mathematics and reading. Review of programmes and initiatives that promote Māori success as Māori is ongoing.

The school works to ensure Māori culture is visible and promoted across the school. An active commitment to te reo me ngā tikanga Māori with the principles of the Treaty of Waitangi is evident. The board shows its commitment to Māori success by resourcing a teacher to involve students in specific opportunities.

4 Sustainable Performance

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

Roseneath School is very well placed to sustain and improve its performance. The school's culture of evidenced-based reflection and evaluation is well established and sustained. Self review for improvement is guided by reference to the school’s vision, values and goals and is evident at all levels of operation. Many factors contribute to the sustainability of high performance and include:

  • clearly documented, well communicated and shared vision and direction supported by sound systems and processes for ensuring high quality curriculum delivery and pastoral care
  • effective governance with trustees who are improvement focused and well informed by the principal’s open, consultative and strategic leadership
  • effective leadership and management within the school, with members who work as a team to promote, and support ongoing professional learning, fostering of leadership and empowerment of all to undertake responsibilities confidently
  • a positive culture of respect and trust
  • relationships with whānau and community that are promoted and valued, where members are actively engaged in many school activities and their contributions welcomed
  • regular sharing of information about progress and achievement, curriculum matters and school events.

The school has identified its next step is to embed the revised appraisal process to further improve the effectiveness of teaching. ERO’s evaluation affirms this development.

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.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in four-to-five years.Image removed.

Joyce Gebbie

National Manager Review Services

Central Region (Acting)

20 February 2014

About the School

Location

Wellington

Ministry of Education profile number

2982

School type

Full Primary (Year 1 to 8)

School roll

149

Gender composition

Male 60%

Female 40%

Ethnic composition

Māori

NZ European/Pākehā

Pacific

Other ethnic groups

9%

79%

4%

8%

Review team on site

November 2013

Date of this report

20 February 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

December 2010

February 2008

June 2002