Rosehill 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 

Rosehill College is in Papakura, Auckland, and provides education for students in Years 9 to 13. The key values underpinning all aspects of the College are Hihiritanga, Rangatiratanga, Whanaungatanga and Manaakitanga.

There are two parts to this report.

Part A: 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 B: The improvement actions prioritised for the school’s next evaluation cycle. 

Part A: Current State 

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing 

• The majority of students achieve National Certificate of Educational Achievement (NCEA) at Levels 1, 2 and 3, with a smaller proportion achieving University Entrance; there is some disparity in achievement for Māori and Pacific students.
• Sufficient reliable data is not yet collected for students in Years 9 and 10 to make a judgement on overall achievement or progress.
• The school is behind the Ministry of Education 2024 target for regular attendance. 

Conditions to support learner success

• Leaders are taking steps to develop a culture of high expectations for equity and excellence that aligns with the school vision, values and objectives.
• Leaders are taking steps to recruit, retain and grow effective teaching teams and improve the quality and consistency of teaching and learning to improve achievement outcomes for learners.
• Leaders are establishing frameworks to promote consistency in behaviour management, teaching, assessment and initiatives for learning support, mentoring and wellbeing that foster a sense of connection to the school for students.  

• Teachers increasingly focus on supporting learners to gain sound foundational skills in literacy and numeracy to enable them to access all areas of the curriculum.
• The refreshed curriculum reflects more meaningful and relevant contexts to better engage students in learning.
• Regular reporting on student engagement and attendance allows parents and whānau to work in partnership with the school to support student success.

• Leaders are focused on strengthening an inclusive environment to improve holistic outcomes for all learners, including those with complex needs.
• Leaders and teachers recognise, value and increasingly cater for the different identities, languages and cultures of learners.
• School leaders agree that building internal evaluation, including the effective use of data to inform planning, is a priority; leaders are working with external providers to build evaluative capability and capacity.
• The school board is well-connected to the school, reflects the community it serves, and uses data and other information to guide strategic decision making.

Part B: Where to next? 

The agreed next steps for the school are to: 

• continue to implement initiatives to improve school attendance to meet the Ministry of Education targets
• define and embed consistent use of effective teaching strategies to improve engagement, raise achievement and retention, and reduce disparity for Māori and Pacific learners
• enhance the collection and monitoring of achievement data, using this information to inform planning and implement targeted interventions to improve student outcomes
• continue to develop and embed the whole school literacy and numeracy programme.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within three months:

• refresh, make explicit, and implement the school’s guidelines for consistent and effective teaching
• establish a system of regular classroom observations and feedback from school leaders to enhance teachers’ skills and support their ongoing development, with information documented for reflection

Every six months:

• leaders will continue to evaluate and refine approaches used to increase attendance
• provide professional learning on data analysis to inform classroom teaching and implement interventions to improve outcomes for individuals and identified groups of students
• continue to upskill all teachers in effective teaching of literacy and numeracy to support improved engagement and achievement

Annually:

• plan and implement a suite of tailored professional development for teachers, based on student voice feedback, achievement data and identified needs
• review effectiveness of teacher practice based on student success and retention data, and re-plan programmes accordingly
• review classroom teachers’ use of data to inform planning and responding to learner needs
• evaluate implementation of the whole school literacy and numeracy programme to inform next steps. 

Actions taken against these next steps are expected to result in:

• improved levels of attendance, achievement, progress and retention for all groups of learners
• consistently high expectations and effective teaching practice evidenced through student feedback and classroom observation information
• teachers being confident and capable in the use of data to inform teaching and learning
• improved literacy and numeracy outcomes for all students. 

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

Sharon Kelly
Acting Director of Schools

6 March 2025

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