Review 22 May 2025
LatestSchool 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.
About the School
Rolleston School is in Canterbury and provides education for learners in Years 1 to 8. The roll is more than 700. 60% of students are European | Pākehā and just over 10% are Māori. A further 10% identify as Asian. Learners and staff have the vision of: ‘Standing together ignites our learning.’ This is driven by the collective community aspirations of: identity, relationships, learning, resilience and sustainability.
Part A: Parent Summary
Progress since May 2019 ERO report
For sustained improvement and future learner success, priorities for further development were:
- Deeper analysis of data that will help identify trends and patterns of achievement over time. Strengthening internal evaluation to better know the impact of specific intervention programmes and teaching practices and providing learners with the learning tools and information to take increased responsibility for their learning.
- Progress has been made in all areas positively impacting on learner success and wellbeing. Data is carefully considered through thorough and systematic internal review processes. Specific interventions have been initiated to assist learners in acquiring the tools needed to progress in their learning.
How well placed is the school to promote educational success and wellbeing?
| How well are learners succeeding? | Success and progress for all learners is increasing. |
| What is the quality of teaching and learning? | Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics. |
| How well does the school curriculum respond to all learners needs? | Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals. |
| How well does school planning and conditions support ongoing improvement? | School planning and conditions to support ongoing improvement to the quality of education for learners are well established. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school successfully promotes learners’ engagement, wellbeing and inclusion. |
| How well does the school partner with parents, whānau and its community for the benefit of learners? | The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions. |
| Student Health and Safety | The school board is taking reasonable steps to ensure student health and safety. |
Achievement in Years 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Writing | A small majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Mathematics | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
Attendance
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school has good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
An explanation of the terms used in the Parent Summary can be found here: Reporting | Education Review Office
Part B: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
- Learners show a strong sense of belonging, are positively engaged in their relationships with each other and staff, reflecting school values in their interactions.
- Learners are well supported through caring relationships with staff and quality teaching; learning is effectively catered for through carefully considered programmes and resourcing.
- Leaders are strategic in fostering and sustaining a highly effective school culture to ensure quality teaching and learning, within a cohesive environment, for the benefit of all learners.
- A structured, explicit approach to literacy was adopted early and is in place across the school; staff are well positioned for extending this to mathematics.
- Curriculum opportunities are broad and explicitly linked to the community aspirations of the school with opportunities for enrichment and support for learners.
- High aspirations and equitable outcomes for learners drive the collective efficacy of staff and is ensured through deliberate, coherent and effective collaboration across the school.
- A systematic approach for ongoing school improvement is evident through quality teacher inquiry and a carefully considered approach to gathering and analysing data; this informs next steps to benefit learners in their progress and achievement.
Key priorities and actions for improvement
The agreed next steps for the school are to:
- continue to develop a school wide curriculum prioritising a structured, intentional approach, aligned with community aspirations and the strategic goals of the school
- ensure a cohesive approach to ongoing self-review at all levels of the school, to benefit learners
- further increase regular attendance and sustain the reduction of chronic absence.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
- evaluate progress in developing updated curriculum practices, delivery and resourcing in alignment with national expectations and the local context
- check the progress and fidelity of internal self-review processes across the school
- review and refine the strategies in place to increase regular attendance for learners and ensure a sustained decrease in chronic absence.
Annually:
- review and refine curriculum practices, alongside strategic priorities, learner success, and wellbeing
- set an annual self-review programme to assist in driving the strategic improvement of the school
- strategically plan for, and resource, support that will increase regular learner attendance.
Actions taken against these next steps are expected to result in:
- a cohesive, inclusive school wide curriculum aligned with national priorities and reflective of community aspirations
- systematic, sustained evaluative capability embedded for board and staff in all areas
- increased regular attendance of learners and sustained reductions in chronic absence.
Part C: Regulatory and Legislative Requirements
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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
Director of Schools (Acting)
22 May 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home