Rototuna Junior High School

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.

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.

About the school

Rototuna Junior High School located in North-East Hamilton, is a coeducational school providing education for students in Years 7 to 10. The school shares a campus with Rototuna Senior High School. The current roll is 1369, 54% of whom identify as New Zealand European/Pākehā; 37% as Asian; 17% as Māori and 5% of Pacific heritage. The school’s vision “to empower our people to be connected, collaborative, community minded learners inspired to soar” is supported by the CLOAK values: Challenge our mindset, Learning power, Ourselves as learners, Ahurea tuakiri, Kindness and respect. 

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

Improvement and progress 

This section is about the progress the school has made since the January 2023 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school focused on building teacher capability to identify and plan for improving literacy; including the consistent use of assessment data to track, monitor and accelerate the progress of target students. School leaders expected to see a clear, measurable improvement in teaching practice and in student achievement.

Findings

The school has made progress in its literacy development and overall achievement is increasing. Teachers engage in professional learning and are supported by their leaders to identify and plan for students’ literacy needs. Assessment and tracking systems are purposeful and consistently used by teachers and leaders to monitor the progress of learners, respond to identify needs and accelerate progress particularly in writing. 

What we know about learner success 

This section provides a summary of learner success, wellbeing and foundation school conditions, including any education in Rumaki/Reo Rua settings. The judgments are based on the ERO School Improvement Framework and evidence provided to ERO during the evaluation.

Less than a third 

Less than half 

Small majority 

Large majority 

Most 

Almost all 

0 to 33%

34 to 49%

50 to 64%

65 to 79%

80 to 90%

Over 90%

Learner success and wellbeing

This section provides a summary of learner success and wellbeing.

Most students experience high levels of success and wellbeing. 

• Most students in Years 7 to 10 achieve at or above expected curriculum levels in reading, writing and mathematics.
• Students requiring additional learning support are identified early and supported through coherent, schoolwide systems and effective learning support and pastoral practices. Progress for learners with additional needs is increasing including accelerated progress. 
• Students benefit from effective systems and processes that support their wellbeing, inclusion, and sense of belonging, resulting in strong engagement in learning.
• A small majority of students attend school regularly; attendance is improving and chronic absence is reducing; improving attendance is a priority for the Rototuna Junior High Board and school leaders.

Conditions to support learner success

This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.

School leadership works strategically with clear purpose to sustain successful outcomes for students.

• Leaders set student-centred improvement goals that align with the school’s strategic planning and set high expectations for student success.
• Leaders use robust data collection and analysis to evaluate the impact of systems and processes to inform ongoing improvement in student outcomes and wellbeing.
• School leaders attract, retain and develop high-performing staff focused on continuous improvement outcomes for all learners.

Students benefit from high quality teaching practices and a rich and varied curriculum. 

• Teachers plan purposeful, high‑quality learning programmes with high expectations that engages students and promotes learning.
• Teachers and leaders use effective systems to monitor progress and achievement. They use achievement data to plan for learning that is meaningful and promotes student success.
• Teachers and leaders take deliberate steps to integrate mātauranga Māori and te reo Māori consistently throughout the curriculum to enhance learning; responsive practices support rich curriculum opportunities and promote student engagement. 

School systems and processes are coherent, consistently communicated, and clearly understood supporting positive learner outcomes.

• Teachers regularly work collectively in planned ways, such as modelling, observing and providing constructive feedback to inquire into targeted aspects of their teaching practice to support student progress and achievement. 
• The school’s values and high expectations are clearly understood by students and are consistently embedded in the school’s culture, routines, and systems.
• The Rototuna Junior High School Board make strategic decisions based on data and reporting from leaders to drive ongoing improvement.
• School leaders and teachers actively seek student, families/whānau and community feedback to inform planning and implement initiatives and approaches that meet student needs and aspirations.

Next steps for improvement

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It identifies key priorities and actions for improvement.

Key priorities

• Improve regular attendance to meet government targets.
• Accelerate progress and achievement for excellent and equitable outcomes for all groups of students.
• Introduce new assessment tools to align to government requirements and strengthen the school’s integrated curriculum.

Actions to bring about improvement 

Every six months:

• leaders monitor, review, and refine the attendance management plan to improve regular attendance
• enhance tracking systems for individual students who need additional support
• use the range of assessment tools to build a comprehensive picture of progress and achievement, and review and adjust teaching and learning for continuous improvement

Annually:

• leaders and Board evaluate the attendance plan to ensure initiatives continue to improve regular attendance
• leaders and teachers analyse and use target learner achievement and progress data to inform responsive teaching and strengthen equitable and excellent achievement outcomes for all learners
• evaluate the effectiveness of assessment tools within the integrated curriculum and refine for continuous improvement.

Expected outcomes

• Sustained regular attendance to meet government targets.
• Equitable and excellent achievement outcomes for all groups of learners.
• School‑wide assessment tools are embedded and used consistently to support the school’s integrated curriculum model and are aligned with the refreshed curriculum.

The next public report on ERO’s website will be a School Report and is due within four 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

29 April 2026