631 Springston Rolleston Road , Rolleston
View on mapRolleston College
Rolleston College
School Evaluation Report
Tēnā 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.
Context
Rolleston College Horoeka Haemata opened in 2017 as a year 9 to 13 secondary school. It is located in the growing town of Rolleston, within the Selwyn District, near Christchurch. A second campus and kura will open in 2026 with students split across both campuses. The school hosts a satellite of Waitaha Special School and is currently the fund holder for Selwyn Alternative Education Provision (Tumanako Rolleston).
Rolleston College’s strategic priorities for improving outcomes are for learners to:
- experience an inclusive learning environment where every learner is given the opportunity to flourish as they develop ‘self’
- see Rolleston College as a place of belonging within their community
- ‘grow with purpose’ and to be a lifelong learner.
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.
Part A: Previous Improvement Goals
In the past three years ERO and the school have been evaluating communication for learning to understand and address disparity for ākonga.
Expected Improvements and Findings
The school expected to see:
Effective tracking and monitoring of all students to inform internal evaluation
- Comprehensive school wide tracking and monitoring documents have been created and used to monitor and respond to engagement, achievement and wellbeing information for all students. This information is timely, responsive, targeted and future-focused.
- Ako teachers (ako learning coaches) use the above learning information to understand and respond to students needs, challenges and opportunities going forward. Students are using this information to increase their active self-management.
- Students’ conversations with their ako teachers reflect the information used to monitor learner success and students report greater understanding of the ways in which they learn.
Identification of more equitable ways to involve and engage students and their whānau
- The school has deliberately extended and enriched the ways in which it engages with whānau.
- Whānau hui are more purposeful, more frequent and attended by greater proportions of whānau.
- Students are showing more ownership and belonging in their engagement with whānau hui. They are participating and show pride in the authentic opportunities they have as part of whānau hui.
- More strategic communication, events and celebrations are strengthening the learning partnerships between students, whānau and the school.
A curriculum that best meets student needs and matches parents’ aspirations, particularly those who identify as Māori or Pacific
- Significantly increased numbers of senior students are learning te reo Māori at the school.
- A specific, Ako Haemata, class has been created and extended to nurture and grow students’ identity, leadership and understanding of te ao Māori.
- The school’s evaluation of the impact and success of the Ako Haemata programme is being extended so Pacific learners learn more about their language, culture and identity.
The greatest shift that occurred can be seen in the increased proportions of Māori and Pacific learners actively engaging in learning more about their language and culture. This is creating a strong sense of pride and mana in their culture and the ways in which cultures are valued by the school.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for learners are increasingly equitable and excellent within a caring, inclusive learning community. |
- Most students achieve NCEA Levels 1, 2 and 3 at their respective year levels. A small majority of Year 13 students gain University Entrance. There is some disparity for Māori learners in achievement at all levels of NCEA, however 2023 student achievement information indicates Years 12 and 13 Māori learners achieved NCEA Levels 2 and 3 as well as, or at better levels than, their non-Māori peers. The majority of Pacific learners achieve NCEA.
- Most students gain their Specific Preparation for Employment and Citizenship (SPEC) Award at their relevant curriculum levels.
- The greater majority of Year 9 students and the majority of Year 10 students in 2023 achieved at or above appropriate curriculum levels in reading and mathematics.
- Increasing proportions of students across all year levels are attending school more regularly.
Conditions to support learner success
Strategic and increasingly effective leadership drives improvement to systems, processes and teaching and learning. |
- Leadership sets and pursues a small number of improvement goals including specific monitoring and support for identified groups.
- Leaders are deliberately building the capacity and capability of other leaders through specific professional development and learning to support improved outcomes for students.
- Leaders ensures planning, coordination, and review of department goals are systematically monitored and aligned with the school’s improvement priorities.
- Leaders are consistently prioritising whanaungatanga and increasingly involving whānau, building learner-centred partnerships.
Students are increasingly benefitting from a curriculum that is personalised and being taught in a culturally responsive way. |
- Local contexts are reflected through the curriculum. There is particular emphasis on integrating
te ao Māori, enabling learners to see their identity and culture reflected in all aspects their learning. - Evidence-based interventions increasingly target additional support to those learners who require it.
- Teachers create an orderly learning environment where learning time is maximised, and learners are supported to meaningfully engage in and extend their learning.
Coherent organisational conditions, including leadership, policies, systems, processes and collaborative practices, drive and inform strategic improvement and direction at all levels of the school. |
- Leaders and teachers value the cultural backgrounds of their learners and demonstrate this throughout the school’s programmes, initiatives and practices.
- Leaders and teachers use a range of effective strategies to reduce barriers to education and support access to learning for all, including Māori and Pacific learners, disabled learners, and those with learning support needs.
- Strong, educationally focused partnerships with other education providers, professional networks, employers, industry and community groups support learner transitions and future pathways. The board effectively collaborates and communicates with key groups (e g middle leaders, the school community) to inform strategic planning and reporting.
- Teachers and leadership meaningfully and intentionally integrate quality te reo Māori and mātauranga Māori learning opportunities throughout implementation of the curriculum.
Part C: Where to next?
The agreed next steps for the school are to:
- extend the school’s strategic priority, “for students to experience an inclusive learning environment where every learner is given the opportunity to flourish as they develop ‘self’”, to ensure student achievement and progress can be effectively evaluated to determine the impact of the school’s curriculum for its learners
- continue to strengthen reciprocal partnerships with mana whenua and Pacific whānau
- further evaluate the effectiveness of the school’s communication with whānau in relation to their child’s learning and progress
- plan and implement a progressive te reo Māori teaching and learning programme using Poutama Reo.
The agreed actions for the next improvement cycle and timeframes are as follows:
Every six months:
- collect, collate, analyse and respond to student achievement and progress information
- continue to foster authentic opportunities to engage in meaningful dialogue about aspirations for tamariki within the local takiwā|district, with mana whenua
- regularly and systematically collect parent feedback in relation to communication with the school
- Use Poutama Reo and The Hikairo Schema together to plan, implement and monitor progress in culturally responsive teaching and learning.
Annually:
- evaluate and report the sufficiency of students’ progress within identified learning programmes
- ask mana whenua how well informed they feel about success for Māori at Rolleston College
- share findings from consultation with parents, mana whenua and Pacific whānau, after information is sought
- evaluating the progress of students, leaders, teachers in the school’s te reo Māori journey and reporting this to whānau, hapu and iwi .
Actions taken against these next steps are expected to result in:
- a clear and comprehensive record of achievement and progress for all learners across the school, with a continued focus on equity for all learners
- authentically and actively giving effect to Te Tiriti o Waitangi through building trusting and sustained partnerships with Māori and mana whenua
- parents and whānau as valued and active partners in their child’s learning
- a well-established and progressive te reo Māori programme for learners, staff, and leaders.
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
29 April 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Rolleston College
Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027
As of March 2024, the Rolleston College Board has attested to the following regulatory and legislative requirements:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Finance
Yes
Assets
Yes
Further Information
For further information please contact Rolleston College, 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
29 April 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Rolleston College
Provision for International Students Report
Background
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
Findings
Rolleston College is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The college has attested that it complies with all aspects of the Code and has completed an annual self review of its implementation of the Code.
The school’s process for reviewing against the Code is methodical and thorough. Any areas identified for improvement are responded to systematically.
At the time of this review there were 23 international students attending the school, including 9 exchange students throughout this year. Almost all international students live in homestay accommodation.
Since the COVID 19 pandemic the number of international students at the college has grown significantly. In line with this the college has increased learning and pastoral care support for these students. New systems to manage international students’ operations have been introduced. These are enabling staff to track and closely monitor provision for these students.
There is effective communication between international student staff which enables pastoral care and classroom learning matters to be discussed and responded to in a timely way. Students have many points of contact to oversee and respond to their pastoral care and learning needs.
International staff are pro-active in the way they contact and communicate with new students. They gather relevant information about students and their parents’ desires for their New Zealand experiences, goals and English language competency. This contributes to a smoother transition into the school and helps to make the students feel welcome.
Students spoken with felt welcome and that the school was meeting their learning needs. Students who need additional English Language Learning (ELL) receive this and report positive progress. Students are well integrated into the life of the school with many involved in school or community activities outside the classroom.
The school should continue to expand reporting to the board in relation to aspects of international students’ provision. This should include outcomes, achievement, progress and successes for these students. This information will contribute to the board’s strategic decision making for its internation students’ programme.
Shelley Booysen
Director of Schools
29 April 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Rolleston College
Te Ara Huarau | School Profile Report
Background
This Profile Report was written within 15 months of the Education Review Office and Rolleston College 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
Context
Rolleston College Horoeka Haemata is a new kura that opened in 2017. It is located in the growing town of Rolleston within the Selwyn District near Christchurch. A second campus and kura will open in 2025. The school will be split across two campuses with Years 9 to 11 at one and Years 12 and 13 at the other. The original senior leadership team has been extended by three to support the school’s growing roll.
Rolleston College’s strategic priorities for improving outcomes for learners are:
-
to experience an inclusive learning environment where every learner is given the opportunity to flourish as they develop ‘self’
-
to see Rolleston College as a place of belonging within their community
-
to ‘grow with purpose’ and to be a lifelong learner.
You can find a copy of the school’s strategic and annual plan on Rolleston College’s website.
ERO and the school are working together to evaluate communication for learning to understand and address disparity for ākonga.
The rationale for selecting this evaluation is that the college has identified strengthening learning partnerships as an area for ongoing improvement, and this aligns to key strategic planning documents. The potential for this evaluation focus will complement the school’s existing inquiry work in identifying ways to meet the needs of all learners.
The school expects to see:
-
effective tracking and monitoring of all students to inform internal evaluation
-
identification of more equitable ways to involve and engage students and their whānau
-
a curriculum that best meets student needs and matches parents’ aspirations, particularly those who identify as Māori or Pacific.
Strengths
The school can draw from the following strengths to support it in its goal for every learner to have the opportunity to flourish.
-
The strong relationships learners value with their teachers and each other.
-
A curriculum that is responsive and promotes meaningful, integrated opportunities with the learner at the centre.
-
A comprehensive learner information data base to inform decisions that best meet their needs.
-
Leaders who are future-focused and committed to the aspirations of the school’s growing community.
-
High expectations for student success.
Where to next?
Moving forward, the school will prioritise:
-
continuing to strengthen learner information interrogation systems and processes
-
continuing to explore effective learning-centred partnerships with whānau
-
ensuring the school’s curriculum remains learner centred and is meaningful/relevant and responsive.
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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
5 August 2022
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Rolleston College
Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025
As of June 2022, the Rolleston College Board of Trustees has attested to the following regulatory and legislative requirements:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Finance
Yes
Assets
Yes
Further Information
For further information please contact Rolleston College Board of Trustees.
The next Board of Trustees 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
5 August 2022
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Rolleston College
Provision for International Students Report
Background
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
Findings
Rolleston College has attested that it complies with all aspects of the Code. The school’s process for annual self-review against the Code is thorough.
Three international students were enrolled at the time of the ERO review.
The college is effectively reviewing its provision against the Code. International department staff have been responsive to suggested changes to strengthen aspects of the international students’ administration.
Students pastoral care needs are being well met. There is effective communication between international student staff regarding students and their needs. The college has provided significant support to homestay families during the COVID-19 pandemic when international students were not able to return to their home country.
International department staff should consider:
-
how they will adapt, implement and formalise some information gathering systems when numbers of international students increase
-
extending international students’ reporting to the board to include learner outcomes.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
5 August 2022
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home