Rise UP Academy

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 

Rise UP Academy is a special character school located in Mangere, south Auckland and provides education for students from Year 1 to 8. There have been three new appointments to the senior leadership team since the previous ERO report. The school values are resilience, integrity, stewardship, and excellence.

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 

• A small majority of students achieve at expected curriculum levels in reading, writing and mathematics; Māori students achieve as well as their peers in reading and mathematics. 
• Learners with additional needs make good progress and are well-supported in their learning.
• A small majority of students attend school regularly; the school is strategically working towards meeting the Ministry of Education’s target for regular attendance. 

Conditions to support learner success

• School leaders are strengthening a positive school culture with strong values that support students’ success.
• Students are encouraged to lead in their learning and have opportunities to serve the school community. 
• Leaders are beginning to participate in professional learning to further develop their leadership skills. 

• Students experience a curriculum with a strong focus on the school’s special character and increasing opportunities for their active participation in learning. 
• Teachers participate in professional learning to improve effective teaching practices in reading and writing.
• Teachers are beginning to implement consistent teaching practices to improve students’ reading and writing and to use achievement data more effectively.

• Inclusive practices support students’ wellbeing and sense of belonging.
• Whānau and parents’ cultural backgrounds are celebrated and highly valued in contributing to their children’s success.
• Stewardship is supportive of school priorities and ensures the progression of the school’s strategic goals.
• School processes for review and evaluation are beginning to drive further improvement. 

Part B: Where to next? 

The agreed next steps for the school are to: 

• embed teachers’ use of effective teaching strategies schoolwide to engage and challenge learners and to promote improved attendance 
• ensure teachers’ active participation in professional learning in effective reading and writing strategies to improve their teaching capability
• use achievement data effectively to inform teaching and programmes to better respond to students’ learning needs
• use indicators of effective practice to evaluate the impact of initiatives and to progress strategic improvement. 

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

Within three months:

• document the expectations for effective teaching strategies including reading and writing to support consistent practice and improve students’ learning outcomes.

Every six months:

• Implement, reflect and review the use of effective teaching particularly in reading and writing for all students
• analyse student achievement data effectively to inform improvements to teaching and learning
• monitor, support and report on students’ regular attendance levels.

Annually:

• evaluate the consistent use of effective teaching strategies to improve students' learning outcomes and attendance 
• use student achievement data to inform teaching and programme planning and reporting to the board for decision making about ongoing improvement priorities 
• use indicators of effective practice to evaluate the impact of initiatives and to inform related strategic goals. 

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

• improved student learning outcomes particularly in reading and writing for all year levels
• increased levels in students’ attendance, engagement and confidence in their learning
• improved teacher capability and consistency in the effective teaching of reading and writing
• sustained levels of whanau/parents’ engagement to support their child’s learning. 

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

Shelley Booysen
Director of Schools

11 December 2024

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