Mt Roskill Grammar

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Education institution number:
74
School type:
Secondary (Year 9-15)
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
1876
Telephone:
Address:

Frost Road, Mount Roskill, Auckland

View on map

Findings

Mt Roskill Grammar promotes and supports successful learning outcomes for its diverse student community. School leaders continually review the curriculum and set effective goals and targets to improve school performance. The school’s inclusive values and restorative practices encourage high levels of student engagement, participation and achievement.

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

1 Context

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

Mt Roskill Grammar is a successful and progressive Years 9 to 15 secondary school in suburban Auckland. The school has a very culturally diverse student community, including many students for whom English is a second language. Pacific students comprise a quarter of the roll and Asian students have increased to just over fifty percent. The MacLean Centre is a specialist onsite facility for students with disabilities who participate in the mainstream curriculum where possible.

The principal heads a recently restructured senior management team that is building school wide leadership capacity. Strategic initiatives are well considered and designed to increase student engagement and improve learning outcomes. Students make very good progress and the close analysis of achievement information continues to guide ongoing self review and informed decision making.

The school benefits from MERGE, a well developed partnership with the adjoining primary and intermediate schools. Campus coordinators provide support for parents, trustees, teachers and school leaders. The continuity of learning that is possible through this campus wide collaborative approach is a growing strength of the curriculum.

The use of Puketapapa (Mt Roskill) to identify the shared campus signifies the school’s location and recognition of tangata whenua. Whānau Māori and Pacifica fono are better connected through these campus wide approaches.

ERO’s 2010 Education Review commented positively on the school’s performance and its focus on improving outcomes for students. These features have been sustained and further extended. The school’s vision is clearly embedded in planning, goal setting and resourcing decisions. School operations are effectively and responsibly governed and managed.

2 Learning

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

The school adds value to learning and students make good progress and achieve well overall. There is good support for students who enter the school below expectations. The achievement of different groups and ethnicities is tracked and compared over time. The board is responsive to the trends and patterns indicated in the principal's analysis of achievement information.

Senior students continue to perform well in the National Certificates of Educational Achievement (NCEA), including literacy and numeracy requirements that are now comparable with national trends. The school is justifiably proud of improved outcomes for all students at NCEA Levels 1 and 2, particularly the significant improvement of Māori and Pacific students.

While NCEA Level 3 results have not increased overall they remain similar to national results. The percentage of students leaving with NCEA Level 2 is nearly ten percent higher than national levels. NCEA Merit and Excellence endorsements are similar to or above national levels. High quality teaching enabled students to attain 47 scholarships in 2014, maintaining strong performance in this award.

Student achievement information is used by school leaders to determine priorities and targets, and to evaluate the impact of teaching and learning initiatives. Targets for raising Māori and Pacific student achievement have been prioritised. Annual achievement targets are incorporated into the school wide operational planning and are used to evaluate the school overall performance.

Curriculum leaders and teachers are strengthening their use of student achievement information. Developing staff capability to analyse and inquire into achievement data is seen as a key to improving outcomes for students.

3 Curriculum

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

The school curriculum is effectively promoting and supporting student learning. Programmes of learning are well designed and students are enabled to take ownership of their learning. The school's vision of students becoming successful, powerful learners is evident through the academic and co-curricular life of the school.

The curriculum is under ongoing review. Programmes of learning are well designed and responsive to student and parents' aspirations. Learning pathways for senior students have been expanded and the high levels of student retention, together with leaver destination data, indicates that more senior students are leaving school with suitable and useful qualifications.

Student leaver information is analysed and career pathways and programmes are being used to inform the curriculum design. A school wide review of career education prioritised for 2015 is a timely development. The planned addition of Pacific languages in the senior curriculum could enhance outcomes for Pacific students.

The junior curriculum is undergoing significant review. Identified learning skills and literacy across the curriculum are promoted as key outcomes. Teachers are incorporating new ways of assessing student progress into programme planning. Students and teachers are trialling digital learning approaches that utilise the school’s expanding e-learning environment.

An effective pastoral system supports student engagement. A restorative ethos underpins the focus on positive learning relationships. Students are encouraged to participate and develop social competencies and key learning skills. Diversity is celebrated and opportunities for leadership and peer support at all levels are strongly promoted. Newly established academies and form teacher mentoring have the potential to further increase student engagement.

The curriculum is benefitting from MERGE, the school’s close association with the neighbouring primary and intermediate schools. Teachers are sharing strategies across the schools that build students’ understanding of themselves as learners. This model of schools working together as a community is having a positive impact on teaching and learning.

MERGE also supports the transition of students with disabilities. Staff and therapists at the MacLean Centre design specialist curriculum programmes to meet the specific needs of each student. Good support for students with learning needs and the integration of students with disabilities are features of this inclusive school.

Ongoing development in curriculum planning and assessment in the junior school continues to be a priority. These developments should further strengthen the student-centred nature of the school’s curriculum and add greater visibility to the learning process.

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

There are effective strategies to support Māori success, as Māori. Most significant of these are the improved relationships with whānau that support Māori students across the campus. Initiatives such as the school kapa haka, Māori student graduation, mentoring and the thoughtful transition of Year 9 Māori students from the adjoining intermediate school benefit Māori learners.

The Māori achievement plan contains a number of goals and plans to promote educational success and success as Māori. The Kia Eke Panuku team, that includes staff from across the campus, is leading the development of culturally responsive teaching.

School leaders are working to promote Māori culture and tikanga. The board and principal share a commitment to making these features evident. The history and significance of Puketapapa could be explored as part of joint whānau and campus-wide consultation.

4 Sustainable Performance

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

The school is very well placed to sustain and further improve its performance.

The school’s vision and mission statements are central to strategic and annual planning. The principal continues to provide professional leadership to the board and staff. Trustees work collaboratively with the principal to promote ongoing school improvement, making informed decisions through robust self review and responsible governance.

Teachers are well supported to improve outcomes for students through high quality professional learning and development. They are benefitting from reflective inquiry practices that are expectations of the school’s appraisal procedures. Teachers are consulted about schoolwide changes and have increased opportunities for leadership.

School operations and plans are well documented and clearly aligned to the board’s strategic direction. Actions plans are purposefully targeted and evaluated and teachers are regularly updated about progress with new systems and initiatives. Senior leaders have increased their effectiveness in leading school wide initiatives. The new leadership structure allows school leaders to work collaboratively in leading and managing change.

ERO is satisfied that the board has good employer systems and appropriate ways of managing staff complaints. Exploring staff wellbeing in relation to the impact of progress and change should remain a priority. Trustees and the principal agree that staff satisfaction surveys are an effective way to evaluate the quality of the work environment and staff wellbeing.

The board is continuing to rationalise its policy framework to support governance and strengthen board succession planning.

Provision for international students

Mt Roskill Grammar 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 school currently has 113 international students, mainly from China, Brazil, Japan and Korea. The school has a team of three staff who organise student programmes and administer the Code. They arrange home stay accommodation and assist students to become involved in the wider life of the school and co-curricular activities.

The expectations of international students are well met. They are supported to improve their English language skills and achieve in other curriculum areas. The international student director reports regularly to the board about the outcomes of the programme.

The school has attested that it complies with all aspects of the Code and has completed its required annual self review. ERO’s investigations confirm that the school’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.

Conclusion

Mt Roskill Grammar promotes and supports successful learning outcomes for its diverse student community. School leaders continually review the curriculum and set effective goals and targets to improve school performance. The school’s inclusive values and restorative practices encourage high levels of student engagement, participation and achievement.

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

Dale Bailey

Deputy Chief Review Officer Northern

22 June 2015

School Statistics

Location

Mt Roskill, Auckland

Ministry of Education profile number

74

School type

Secondary (Years 9 to 15)

School roll

2058

Number of international students

113

Gender composition

Boys 52% Girls 48%

Ethnic composition

Māori

NZ European/Pākehā

Indian

Chinese

Tongan

Samoan

South East Asian

African

Cook Island Māori

other

6%

13%

26%

16%

11%

8%

3%

3%

2%

12%

Special Features

MacLean Centre for 60 students with physical disabilities

Review team on site

March 2015

Date of this report

22 June 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2010

October 2007

October 2004

1 The Education Review Office (ERO) Evaluation

This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.

Mt Roskill Grammar School is a large, vibrant multicultural co-educational school for students in Years 9 to 15. Students from more than seventy nationalities work together to achieve the board’s vision for them as successful and powerful learners. The extensive school campus includes a primary and an intermediate school. The three schools are continuing to build sound relationships with each other so that their students enjoy consistent teaching practices and experience smooth transitions as they move through the schools. The school’s MacLean Centre continues to provide high quality support for students with disabilities and high needs.

The school has a very positive tone. Caring and supportive relationships are evident between teachers and students. Students report that they enjoy opportunities to be involved in pastoral decision-making about peer support and mediation and are proud of their academic, cultural and sporting achievements.

Students’ achievement in National Certificates of Educational Achievement (NCEA), including at Scholarship level, is above the national average. NCEA data show that the percentage of students gaining NCEA Level 1 literacy and numeracy consistently exceeds national levels. The percentage of students gaining merit and excellence endorsements at all levels of the NCEA exceeds national levels. Students gained 48 scholarships in 2009 and 75, including 18 outstanding scholarships in 2008. In the last three years, two students have gained New Zealand Premier Scholar awards, and four students have gained New Zealand Outstanding Scholar awards.

NCEA data show a generally increasing trend in achievement for Māori and Pacific students at Levels 1 to 3. Students in Years 9 and 10 make good gains in mathematics and literacy. Improved systems for analysing student achievement for students in Years 9 to 13 are providing rich information that is increasingly used to improve learning outcomes for students. Senior leaders and teachers are investigating ways of using this information to meet the specific learning needs of individual students in classrooms.

High quality self-review systems have been established through a well considered approach that focuses on teaching and learning. Increasing use is made of student achievement data, including data on progress and engagement, to evaluate the effectiveness of school improvement initiatives. The board, principal and senior leaders have consulted with the community, staff and students to develop the Mt Roskill Grammar School Curriculum, which aligns with The New Zealand Curriculum. The principal and his senior leadership team are managing change in an effective and consultative manner.

The school is gaining good momentum in improving the success of Māori students and senior leaders are now considering ways of implementing the Ministry of Education’s Pasifika Education Plan to better meet the needs of the Pacific students, who constitute 24% of the school roll.

The board, senior leadership team and staff are working hard to ensure that the Mt Roskill Grammar School curriculum is effective in supporting student learning: engagement, progress and achievement.

Future Action

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

2 Mt Roskill Grammar School’s Curriculum

How effectively does the curriculum of Mt Roskill Grammar School promote student learning - engagement, progress and achievement?

School context and self review

School review, initiatives and development since the 2007 ERO review have been instigated through the principal’s strong leadership and positive approach to change management. There has been an increased emphasis on self review and improved teaching practices to improve outcomes for students. Senior leaders have reviewed their roles so that they can be more effective in supporting ongoing improvements in teaching and learning at all levels of the school.

A focus on developing a culture of learning through professional learning groups is providing opportunities for building leadership within the various organisational layers of the school. The introduction of whole-school professional learning and development in the form of professional learning circles (PLCs) is aimed at increasing teachers’ understanding of effective teaching strategies to meet the diverse needs of students and embedding these strategies in everyday practice.

Senior leaders continue to investigate ways to further evaluate the impact of planned initiatives on student learning. A greater emphasis on the analysis of student achievement data is enabling senior leaders to make better informed decisions about ongoing improvements that could be made.

Since the 2007 ERO review, a significant review of the pastoral care system has resulted in the restructuring of the house system from eight to five vertical houses and the centralisation of the deaning centre to provide stronger support for students’ well being.

The well informed and experienced board of trustees is supportive of staff and school initiatives.

Areas of strength

Using data. Since the 2007 ERO report, senior leaders have increasingly used data on student achievement and engagement and are engaging in more in-depth analysis and deeper investigation of data. Student surveys, pastoral and attendance information are used to gauge student attitudes towards school, and to assist in reviewing the effectiveness of school initiatives.

Building a learning community. Senior leaders are committed to establishing a learning culture across the school. The professional learning and development programme in the school is research-based and is thoughtfully considered. Some key initiatives have been established.

  • A cross-campus initiative and agreement, between the primary, intermediate and secondary schools, includes developing shared approaches to learning and formative assessment. This initiative is aimed at increasing student engagement and achievement by improving transitions between the schools and creating a seamless approach to learning. The initiative appears to be having a positive impact on student attitudes to school.
  • Each teacher is involved in two PLCs. Topic-based PLCs aim to improve teaching practices, student engagement and achievement. Department-based PLCs focus on improving learning outcomes for students.

Self review. Planned and ongoing self review is a strength in the school and includes both internal and external review. Reviews of learning programmes and professional development have been undertaken and self review is valued as a fundamental tool for improving student outcomes. Significant changes in the pastoral care system and professional learning and development in the school have been well managed.

Learning support. Efficient systems and processes, complemented by the school’s caring philosophy, provide effective learning support for students. The key competencies of The New Zealand Curriculum are being used to improve students’ skills and understandings across a variety of learning areas. Teacher aides have access to professional learning and development and provide good in-class support for targeted students. Data are used well to monitor student progress.

A wide range of initiatives is in place to support individual students and groups of students who are at risk of not achieving. Barriers to learning are often skilfully addressed to improve outcomes for students. Learning extension programmes have been reviewed and restructured to provide better support for students and to enable them to rejoin mainstream classes. Teachers are investigating alternative learning pathways for students.

Pastoral care systems. The school has a high quality pastoral care system. Staff support student learning, engagement, progress and achievement effectively. They are caring, supportive, and student focused. Within the pastoral care system, students have opportunities to develop leadership skills through peer mentoring and coaching. The importance placed on students’ holistic well being has a positive impact on their sense of belonging and enjoyment of school.

Self-review information, such as attendance, and stand down and suspension data, is used to inform decision-making and to measure the impact of initiatives on student engagement.

Good momentum in improving Māori student success. Significant progress has been made in improving success rates for Māori students. Achievement data continue to indicate that Māori students in the school achieve better than Māori students nationally and that their achievement is improving over time. However, despite these successes, senior leaders are acutely aware of the need to improve the retention, attendance and engagement levels of Māori students, particularly in Years 9 and 10.

Key developments since the 2007 ERO report include:

  • strategic and annual goals that are focused on improving the success of Māori students as Māori, in line with Ka Hikitia, the Ministry of Education’s Māori Education Strategy;
  • a successful application to participate in He Kākano, an in-depth professional learning programme for secondary school leadership teams to support them to improve Māori student success;.
  • ensuring that the portfolio of one of the senior leaders includes a focus on Māori student achievement and success;
  • the appointment of a campus co-ordinator for Māori student achievement; and
  • cross-campus consultation with Māori parents and whānau, including sharing achievement information.

These developments are having a positive impact on Māori students’ pride and confidence and their sense of value and presence in the school. There has been a significant increase in the numbers of students studying te reo Māori in Year 9. An active kapa haka group is increasing students’ pride in being Māori.

Senior student achievement in NCEA. High levels of student achievement in NCEA, including at New Zealand Scholarship level, continue to be evident. NCEA data show a generally increasing trend in achievement for Māori and Pacific students at Levels 1 to 3. Senior leaders are investigating ways to increase the retention of Māori and Pacific students.

Agreed priorities for ongoing development and review

Use of junior student achievement data. The school has been focused on developing formative assessment practices. Teachers have identified the need to further enhance their use of student achievement data to inform programme planning and formative teaching practices. The next step is to use junior achievement data that are being collected to measure achievement trends. Analysis of these data will help to inform decision making for the board of trustees.

Pacific community engagement. While there has been a focus on building partnerships with Pacific parents, students and teachers, the board and senior leaders are aware of the need to further prioritise engagement with its Pacific parents and community and Pacific student achievement in the school’s strategic and annual planning. Senior leaders are building on the momentum that they have developed in consulting with the Māori community through involvement in the Pacific Islands School Community Parent Liaison (PISCPL) programme.

Monitoring the effectiveness of professional learning initiatives. ERO affirms the school’s use of self-review information to measure the effectiveness and impact of initiatives for students in classrooms. Senior and middle leaders have identified the need to:

  • further develop systems and gather information about the impact of initiatives on classroom practice;
  • continue to train staff for the peer coaching programme; and
  • further share good teaching strategies and effective classroom practice.

3 Provision for International Students

Mt Roskill Grammar School is providing its international students with very good support for pastoral integration and academic achievement in the school.

The international student co-ordinator and homestay co-ordinator provide effective pastoral support and guidance for international students. This support is well monitored through effective self-review systems. Teachers have high expectations of international students for learning and achievement in NCEA programmes. Extensive guidance for students about their learning programmes includes a sound programme for learning English as a second language. International students are well integrated into the school and a significant number of students have leadership responsibilities or are involved in school sporting, arts or cultural co-curricular activities.

Compliance with the Code of Practice for the Pastoral Care of International Students and the Provision of English Language Support

Mt Roskill Grammar 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 school has attested that it complies with all aspects of the Code.

ERO’s investigations confirmed that the school’s self-review process for international students is robust and the school complies with all sections of the Code.

4 Board Assurance on Legal Requirements

Before the review, the board of trustees and principal of Mt Roskill Grammar School completed an ERO Board Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legal obligations related to:

  • board administration;
  • curriculum;
  • management of health, safety and welfare;
  • personnel management;
  • financial management; and
  • asset management.

During the review, ERO looked at the school’s documentation, including policies, procedures and records. ERO sampled recent use of procedures and also checked elements of the following five areas that have a potentially high impact on students’ achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment);
  • physical safety of students;
  • teacher registration;
  • stand-downs, suspensions, expulsions and exclusions; and
  • attendance.

5 Future Action

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

Richard Thornton

National Manager Review Services

Northern Region

8 October 2010

About The School

School type

Secondary (Years 9-15)

School roll

2160

Number of international students

72

Gender composition

Boys 53%, Girls 47%

Ethnic composition

NZ European/Pākehā 10%

Māori 5%

Indian 30%

Pacific 24%

Chinese 16%

other Asian 10%

other 5%

Special features

MacLean Centre for Physically Disabled Students

Review team on site

July/August 2010

Date of this report

8 October 2010

Previous three ERO reports

Education Review, October 2007

Education Review, October 2004

Accountability Review, January 2001

Community Page

To the Parents and Community of Mt Roskill Grammar School

These are the findings of the Education Review Office’s latest report on Mt Roskill Grammar School.

Mt Roskill Grammar School is a large, vibrant multicultural co-educational school for students in Years 9 to 15. Students from more than seventy nationalities work together to achieve the board’s vision for them as successful and powerful learners. The extensive school campus includes a primary and an intermediate school. The three schools are continuing to build sound relationships with each other so that their students enjoy consistent teaching practices and experience smooth transitions as they move through the schools. The school’s MacLean Centre continues to provide high quality support for students with disabilities and high needs.

The school has a very positive tone. Caring and supportive relationships are evident between teachers and students. Students report that they enjoy opportunities to be involved in pastoral decision-making about peer support and mediation and are proud of their academic, cultural and sporting achievements.

Students’ achievement in National Certificates of Educational Achievement (NCEA), including at Scholarship level, is above the national average. NCEA data show that the percentage of students gaining NCEA Level 1 literacy and numeracy consistently exceeds national levels. The percentage of students gaining merit and excellence endorsements at all levels of the NCEA exceeds national levels. Students gained 48 scholarships in 2009 and 75, including 18 outstanding scholarships in 2008. In the last three years, two students have gained New Zealand Premier Scholar awards, and four students have gained New Zealand Outstanding Scholar awards.

NCEA data show a generally increasing trend in achievement for Māori and Pacific students at Levels 1 to 3. Students in Years 9 and 10 make good gains in mathematics and literacy. Improved systems for analysing student achievement for students in Years 9 to 13 are providing rich information that is increasingly used to improve learning outcomes for students. Senior leaders and teachers are investigating ways of using this information to meet the specific learning needs of individual students in classrooms.

High quality self-review systems have been established through a well considered approach that focuses on teaching and learning. Increasing use is made of student achievement data, including data on progress and engagement, to evaluate the effectiveness of school improvement initiatives. The board, principal and senior leaders have consulted with the community, staff and students to develop the Mt Roskill Grammar School Curriculum, which aligns with The New Zealand Curriculum. The principal and his senior leadership team are managing change in an effective and consultative manner.

The school is gaining good momentum in improving the success of Māori students and senior leaders are now considering ways of implementing the Ministry of Education’s Pasifika Education Plan to better meet the needs of the Pacific students, who constitute 24% of the school roll.

The board, senior leadership team and staff are working hard to ensure that the Mt Roskill Grammar School curriculum is effective in supporting student learning: engagement, progress and achievement.

Future Action

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

Review Coverage

This report provides an evaluation of how effectively the school’s curriculum promotes student learning - engagement, progress and achievement. ERO’s evaluation takes account of the school’s previous reporting history and is based on:

  • what is known about student achievement information, including the achievement of Māori and Pacific students;
  • decisions made to improve student achievement using assessment and selfreview information; and
  • teaching strategies and programmes implemented to give effect to the school’s curriculum.

ERO also gathers information during the review to contribute to its national reports. The national reports are published on ERO’s website.

If you would like a copy of the full report, please contact the school or see the ERO website, www.ero.govt.nz.

Richard Thornton

National Manager Review Services

Northern Region

General Information about Reviews

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve educational achievement in schools; and
  • provide information to parents, communities and the government.

Reviews are intended to focus on student achievement and build on each school’s self review.

Review Focus

ERO’s framework for reviewing and reporting integrates the following:

  • school curriculum;
  • national evaluation topics –contribute to the development of education policies and their effective implementation; and
  • Board Assurance Statement, including student and staff health and safety.

ERO’s review is responsive to the school’s context. When ERO reviews a school, it takes into account the characteristics of the community from which it draws its students, its aspirations for its young people, and other relevant local factors.

ERO also builds on the school’s own self-review information. ERO is interested in how a school monitors the progress of its students and aspects of school life and culture, and how it uses this information to improve student learning.

This helps ERO to answer the major evaluation question for reviews:

How effectively does this school’s curriculum promote student learning - engagement, progress and achievement?

Areas for Development and Review

ERO reports include areas for development and review to support on-going improvement by identifying priorities. Often the school will have identified these matters through its own self review and already plans further development in those areas.