New School Assurance Review Report
1 Introduction
A New School Assurance Review is a review of particular areas of school performance and is undertaken to specific terms of reference.
New School Assurance Reviews are generally undertaken within the first year of the school’s opening.
Terms of Reference
This review is based on an evaluation of the performance of Rolleston College. The terms of reference for the review are to provide assurance to the community:
- that the school is well placed to provide for students
- that the school is operating in accordance with the vision articulated by the board of trustees.
2 Context
The population of the Rolleston area has grown rapidly in the past ten years. Several new primary schools have been established. The new college was established to provide education for secondary school-aged children in Rolleston, and a learning pathway from Rolleston contributing schools. The diverse ethnicities of the student population include 14% Māori students, and 18% of students from other ethnic backgrounds.
3 Background
An interim report was prepared for the Ministry of Education (MoE) in November 2016, to provide information on progress towards opening in 2017. A further report on the college’s readiness to open was provided to the MoE in May 2017.
Rolleston College successfully opened on 30 January 2017 with 219 Year 9 students. In 2018, a new group of Year 9 students began. At the time of this report the roll was 430.
The college’s mission is to empower learners to transform their lives, communities and futures. There is a strong focus on the ‘Rolleston Spirit’, described as key values and dispositions that are important for learners to develop. The college states that ‘Developing the Rolleston spirit will equip learners to achieve the vision to develop self, build communities and transform futures’.
4 Findings
The college vision is highly evident in all aspects of its operations.
Students experience an environment where it is safe to take risks and develop their own skills and interests. They are well supported by teachers to lead their learning. Learners have a strong sense of identity and pride in their college. Students have many opportunities to develop the ‘Rolleston Spirit’ and build skills in managing their own learning and behaviour. Teachers are well supported to be adaptive and responsive in their roles as coaches and leaders of learning.
Community collaborations are effectively building ownership and understanding of the college within the Rolleston area. Trustees and leaders are active in the community, and use their involvement to promote and build understanding of the college’s vision. They encourage parents, whānau and community groups to come into the college for a wide range of events. The parent action group provides a useful forum for parents to discuss and solve issues. Students interact with and teach children from contributing primary schools, as part of their own learning.
The curriculum reflects the future-focused college vision. Students know their learning is developing skills and knowledge that are preparing them for life beyond college. The connected, real-life contexts for learning provide them with relevant, meaningful learning opportunities.
The college is well placed to provide for learners.
The college’s curriculum is highly effective in promoting and supporting student learning. The collaborative approach to learning and teaching, provides an environment that nurtures and develops learning and hauora (wellbeing). Leaders and teachers are reflective and flexible in their approach. They constantly monitor and seek feedback so that they can adjust and improve the curriculum where needed. Coverage of the breadth of the curriculum is carefully monitored. Students are able to delve in depth into areas that ignite their passion.
A useful, well-constructed system for gathering and analysing a wide range of data enables leaders and teachers to monitor and report on students’ learning and hauora. The principal has clearly defined his high expectations in this area. Leaders and teachers are developing shared understandings with parents and the wider community of the language they use to report on a wide range of areas. These include engagement, achievement, hauora and the ‘Rolleston Spirit.’
A comprehensive wrap-around approach to each learner provides an effective system of support for students at risk of poor outcomes. There are detailed procedures to provide for the safety and hauora of students and staff. Priority learners are clearly identified and well supported. Leaders have identified, and ERO agrees, that a next step is to refine their system for tracking these students.
The college is very well placed to sustain and improve its performance. Trustees and leaders have set a clear course that is soundly based on the college vision and mission. The large leadership team reflects the collaborative approach that is a feature of the college. As a team, the leaders provide strong inspirational leadership. There is a culture of reflection and responsiveness, underpinned by research, to the way the curriculum is developed and delivered.
The board has very effective systems and processes in place to guide its work. There has been a seamless transition from the establishment board to elected representatives. Trustees are focused on, and take an active interest in Rolleston College learners. They receive regular reports on a variety of measures of learning and hauora.
The college and ERO agree that the key priorities for the near future are to continue to:
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:
- school management and reporting
- 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 students' 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
The college is well placed to provide for students. It is clearly evident that the board, leaders and teachers are operating in accordance with the college vision. The college is very well placed to sustain and improve its performance.
ERO is likely to carry out the first full review of the school by after the third year of the school’s operation.
Dr Lesley Patterson
Deputy Chief Review Officer Southern
Te Waipounamu - Southern Region
9 August 2018
About the School
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Location
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Rolleston, Canterbury
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Ministry of Education profile number
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654
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School type
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Secondary (Years 9 to 13)
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School roll
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430
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Gender composition
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Girls: 51%
Boys: 49%
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Ethnic composition
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Māori
Pākehā
Other ethnicities
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14%
68%
18%
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Review team on site
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June 2018
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Date of this report
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9 August 2018
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