Rosmini College

Education institution number:
39
School type:
Secondary (Year 7-15)
School gender:
Single Sex (Boys School)
Definition:
Not Applicable
Total roll:
1049
Telephone:
Address:

36 Dominion Street, Takapuna, Auckland

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Rosmini College - 11/12/2018

School Context

Rosmini College is a Catholic boys’ school that provides a special character education for students from Years 7 to 13. There are approximately 1000 students enrolled at the school. Ten percent are Māori and six percent are of Pacific heritage.

The school’s mission statement aims to support and develop well-rounded young men while keeping true to the maxims of Antonio Rosmini. This mission is underpinned by the vision to educate young men who strive for personal excellence in all aspects of their life and embrace the motto ‘Legis Charitas Plenitudo’ (Charity Fulfills the Law). Rosmini College promotes a holistic education that develops students’ spiritual, academic, cultural and sporting dimensions.

Since ERO’s 2014 evaluation there has been a change of leadership. The appointment of a new principal in 2015 was an internal appointment of an experienced senior leader. The senior leadership team was restructured in 2017 and expanded to distribute leadership and develop capacity. High expectations for student achievement, engagement and valued outcomes, noted in previous ERO reports, continue to be evident.

The school’s values of dignity, integrity, fairness and charity are highly evident in classrooms and the wider school environment.

The recently restructured Te Rōpū Rangatira, a group of community members, trustees, whānau, and staff, are developing new strategies for a Māori education plan.

The school is a member of the North Shore Catholic Schools Kāhui Ako|Community of Learning (COL).

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • achievement within the New Zealand Qualifications framework

  • achievement data for Years 7 to 10

  • progress and achievement in relation to school targets

  • pastoral care and wellbeing

  • sporting, arts and cultural participation, and success in extra-curricular and co-curricular activities

  • achievement, wellbeing and engagement of Māori and Pacific students

  • ex-student destinations and successes

  • the special character of the school.

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 school is highly effective in achieving equitable and excellent outcomes for its students.

Achievement information from 2014 to 2017 shows consistently high levels of achievement across all levels of National Certificate of Educational Achievement (NCEA). The number of students achieving NCEA Levels 1, 2 and 3 with merit or excellence endorsement, has improved for all groups of students.

The school is working towards achieving greater parity for Maori and Pacific students in University Entrance (UE). Māori and Pacific student achievement is similar to that of other students in the school. 

Students regularly achieve well above national and ‘similar type’ school averages. They also achieve success in scholarship examinations across a variety of learning areas.

Year 7 to 10 data show that these students make good progress with the majority achieving at or above expected curriculum levels in literacy and numeracy. High levels of achievement for junior students is evident in other curriculum areas, including science.

Students achieve very well in relation to other valued outcomes. Most students:

  • are engaged and active participants in learning

  • have respectful and positive relationships with staff and each other

  • are proud of themselves, their peers, their school and their community

  • engage in the wider educational, cultural and sporting opportunities

  • display and demonstrate the special character and values of the school

  • value the contribution they can make to the school and local community.

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

The school is highly effective in responding to those Māori, Pacific and other students whose learning needs acceleration.

The school has high expectations for student success. Positive and respectful relationships support student wellbeing, build connections to the school and promote positive outcomes for students.

Good systems and processes are followed to identify students whose learning needs acceleration. These students are well supported in teaching and learning programmes and initiatives to build their confidence and capability to make progress.

Mentoring, peer-tutoring and tuakana/teina relationships help Māori and Pacific students, who require additional support to make accelerated progress. The Māori cohort often achieve at or above national levels in NCEA.

Strategic resourcing and the school’s commitment to Māori success has seen the growth of te reo Māori within the school. As a result Māori students are succeeding as Māori across the school.

Students with additional learning needs make good progress. They are well catered for and experience a responsive and individualised approach to their learning needs. Multiple levels of monitoring and tracking ensure teachers identify students who would benefit from effective interventions to support their learning.

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?

The school’s increasingly broad curriculum and adaptable learning approaches respond well to students’ individual interests, strengths and learning needs. Integration between learning areas allow students to access the breadth and depth of the New Zealand Curriculum in multiple contexts. Students participate in a range of cultural, leadership, co-curricular, sporting and outdoor educational learning opportunities to cater for their diverse interests and capabilities. 

Leadership is highly effective and promotes a learning culture based on collaboration and respect. Leaders build and maintain relational trust at every level of the school community. They actively promote practices that focus on students’ wellbeing, confidence in their identity, language and culture, and engagement in their learning. Recently implemented systems and processes support effective teaching practices and help build teachers’ capability.

Students experience a positive and inclusive school culture that strongly reflects the values and special character of the school. Respectful and affirming relationships between teachers and students are highly evident. Leaders, teachers and students respect school traditions while embracing future-focused teaching and learning approaches.

There is a collective responsibility for supporting students across the school. High quality pastoral care systems support students’ wellbeing and engagement in learning. This promotes an environment in which both adults and students have a strong sense of place and belonging.

Positive relationships and engagement with parents and whānau underpin student success. Parents feel welcomed and valued as partners in their children’s learning. They engage in an extensive range of school activities. Parents who spoke with ERO appreciated the school’s inclusive, holistic and caring approach while maintaining high expectations for academic achievement.

The school has committed trustees who serve the school community well. The board actively seeks ways to build relational trust with the community and to maintain reciprocal communication. Trustees are well informed and have a good understanding of student achievement information.

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

Since the 2014 ERO review and the appointment of the current senior leadership team, the school has experienced positive change and improvement. This has been the result of strategic approaches and deliberate programmes of action that are strongly improvement and future focused. The school has a strong commitment to ongoing improvement.

To sustain and further develop equity and excellence, and support the school’s improvement and innovation, senior leaders plan to:

  • continue developing culturally responsive teaching and learning approaches

  • consider ways to incorporate appropriate challenge, higher order thinking, problem solving and creativity into the school’s curriculum

  • further embed evaluation, inquiry and knowledge building capability.

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.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. At the time of this review there were 33 international students attending the school.

ERO confirms that the school’s internal evaluation process for international students is thorough. The school has effective systems and practices to ensure the quality of education and pastoral care of international students. Their progress and achievement is well monitored and their course selections are personalised. Students integrate very well into the school’s education community and co-curricular opportunities offered by the school.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • a positive and respectful school culture that promotes student wellbeing and engagement in learning

  • consistently achieving outcomes for students that are equitable for all groups and show good levels of achievement

  • a culture of collaboration among leaders, teachers, parents and whānau that maintains high expectations for teaching and learning throughout the school

  • pastoral care that systematically responds to, and promotes student wellbeing and learning success.

Next steps

For sustained improvement and future learner success, the school’s priorities for further development are to continue:

  • developing a responsive school’s curriculum to ensure it is authentic, relevant and challenging

  • adapting and refining internal evaluation to support decision making

  • strengthening culturally responsive practices to further support positive outcomes for all groups of students.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in four-to-five years.

Violet Tu’uga Stevenson

Director Review and Improvement Services

Te Tai Raki - Northern Region

11 December 2018

About the school

Location

Takapuna, Auckland

Ministry of Education profile number

39

School type

Secondary (Years 7 to 15)

School roll

1040

Gender composition

Boys 100%

Ethnic composition

Māori 10%
Pākehā 59%
Filipino 7%
Samoan 4%
Southeast Asian 4%
other ethnic groups 16%

Provision of Māori medium education

No

Review team on site

November 2018

Date of this report

11 December 2018

Most recent ERO report(s)

Education Review May 2014
Education Review June 2011
Education Review May 2008

Rosmini College - 16/05/2014

1 Context

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

Rosmini College is a state integrated Catholic school for boys from Years 7 to 15. The special Catholic character of the college underpins a holistic approach to educating young men. The college provides a learning environment that promotes emotional and physical safety, academic success, and spiritual wellbeing for students, staff, and the college community.

Trustees are experienced and provide sound governance for the college. They are focused on promoting high standards of student achievement and pastoral care within the college. There is a strong alignment between the College Board and the Proprietor's Board, which is responsible for all property and capital works. Trustees are well informed by the principal and make informed decisions to ensure the college is well resourced. The principal and trustees have a clear understanding of the college vision and strategic direction.

The principal strongly articulates a philosophy of educating the whole person, which is woven into the college charter and other documentation. He is well supported by the senior leadership team. The college’s inclusiveness promotes the cultures of different ethnic groups and celebrates the diversity they bring to the college. Wellbeing is seen as a strength of the college. Young men at Rosmini College strive for personal excellence and have pride in themselves and their college.

2 Learning

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

The college uses student achievement information effectively to make positive changes to learners’ engagement, progress and achievement.

Trustees use student achievement information to inform school-wide decision making and to guide resource allocation. Senior leaders monitor the progress and achievement of individuals and groups of students. They use this information well to monitor annual targets and student progress. Teachers use student achievement information to plan learning programmes, monitor student progress and to report to parents and whānau. Achievement information is also well used to identify students with specific learning needs. These students are placed into programmes that aim to accelerate their progress.

The vast majority of students in Years 7 and 8 are achieving at and above the National Standards in reading, writing and mathematics. College data shows that most students make progress and a significant proportion make accelerated progress over their first two years at the college.

Students in Years 9 and 10 are closely monitored. Data gathered indicates that they are making progress and achieving at levels comparable to national expectations in aspects of literacy and mathematics. Nationally recognised assessment tools, common topic tests, mid-year and end of year test results are collected and collated in all learning areas to inform curriculum design and reporting to parents.

Information about student achievement in the National Certificates of Education Achievement (NCEA) from 2012 to 2013 indicates that the proportion of students obtaining qualifications at Levels 1, 2 and 3 is comparable to and consistent with results for schools of a similar type. Levels of achievement have improved slightly over the last three years. The school has a focus on increasing the numbers of students achieving merit and excellence endorsements in NCEA. Students identified with special abilities are encouraged to sit scholarship examinations and achieve a good deal of success.

Student enrolment data shows that Māori students generally make up around seven percent of the student population. These students are spread across all year levels. Information gathered by the college shows that their achievement levels are comparable to those of non-Māori students and that increasing numbers of Māori are staying at the college to gain higher qualifications. Māori students overall are achieving above regional and national achievement comparisons in National Standards and NCEA qualifications.

The college is performing above national achievement targets for 2017. It has a very high student retention rate and most students who leave the school move on to tertiary education.

Many students participate and achieve success in a range of cultural and sporting activities, both regionally and nationally.

3 Curriculum

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

The college’s curriculum is very effective in promoting and supporting student learning. The curriculum is reflective of the college’s philosophy and special character. Students have many opportunities to choose from a wide range of options that enable them to work towards fulfilling their aspirations and gaining access to chosen career pathways.

Effective and ongoing review processes that encompass the curriculum, pastoral care, special character, departmental dimensions, and staff professional practice, are having a positive impact on student learning. The school curriculum is holistic in its approach and caters for the learning needs of its students.

To further progress school self review, senior leaders and teachers could now consider:

  • reviewing the effectiveness of learning programmes provided for priority learners in all curriculum areas
  • tracking year groups of students as they move up through the college to monitor their progress over time.

School leaders and teachers have set clear expectations to improve teaching practice across the school. Ongoing professional learning and development is focused on raising the quality of teaching across all learning areas. Examples of high quality teaching, where a variety of effective strategies are used to motivate students, are evident in the school. Students in these classes are meaningfully involved in learning and benefit from teaching practices that purposefully support the development of their self-management skills and capacity for independent learning.

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

The college has effective processes in place to promote educational success for Māori as Māori. A college goal is to implement NCEA courses in te reo Māori and, at present, there are learning programmes in te reo and tikanga Māori in junior classes. The college has strategically appointed a kaiwhakaako to establish a strong te reo and tikanga foundation for future NCEA courses.

The next step for senior leaders to consider is how they will further support the culture, language and identity of Māori students through the provision of Māori studies. Further examination of timetabling provisions is also required to ensure that students who decide to learn te reo Māori are not disadvantaged by other subject options.

Māori students are provided with an opportunity every week to have breakfast at college with staff and to discuss their learning with teachers in a supportive environment. Parents are also invited to participate in these breakfast meetings. Māori parents express their support for the college and have high expectations that their sons will excel while at Rosmini.

Pacific student achievement

Approximately fifty-five students at Rosmini College identify as having Pacific heritage. This student group also progresses very well and is well supported by the school.

Pacific parents also speak highly of the college and its teachers. As for Māori students, weekly breakfast meetings are provided so that Pacific students and their parents can discuss with teachers any matters that are having an impact on the student's learning.

The college has used the Pasifika Education Plan to strategise and support Pacific student achievement. Pacific students achieve and progress well, as is evidenced by comparison of their results with regional and national educational achievement outcomes.

4 Sustainable Performance

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

The college is very well placed to sustain and improve its performance. It has a clear strategic direction. Self-review processes follow a cohesive approach that involves trustees and staff.

The principal and his leadership team serve the school well as its professional leaders. They are reflective and seek external advice to review and promote ongoing improvements in their practice.

Trustees are experienced and know the college and staff well. Their complementary skills, high levels of commitment and strategic thinking are focused on improving the culture and education of young men. A significant feature of the college is a strong commitment to boys’ learning, developing leadership abilities, and promoting service to others based on faith and well embedded values.

Provision for international students

Rosmini College 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. At the time of this review there were 26 international students attending the college, predominantly from Korea and China.

Learning programmes for international students support their integration into the wider life of the school. These programmes are well coordinated and underpinned by effective policies and practices to help ensure all aspects of student wellbeing are well managed.

International students are valued as members of the college community and participate in the many co-curricular activities available. They receive appropriate levels of English language support through ESOL classes and help provided in mainstream classes. International student achievement in NCEA and in English language learning is reported to the board of trustees.

The college has attested that it complies with all aspects of the Code.

ERO’s investigations confirmed that the college’s self-review process for international students is thorough.

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.

Dale Bailey

National Manager

Review Services Northern Region

16 May 2014

About the School

Location

Takapuna, Auckland

Ministry of Education profile number

39

School type

Secondary (Years 7 to 15)

School roll

1032

Number of international students

27

Gender composition

Boys 100%

Ethnic composition

Māori

NZ European/Pākehā

Filipino

Samoan

Chinese

Indian

Tongan

Other

7%

54%

7%

3%

2%

2%

2%

23%

Special Features

Catholic Boys College

Review team on site

March 2014

Date of this report

16 May 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2011

May 2008

May 2005