Roscommon School

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 542 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. November 2017

   628

   Counted while ERO’s review team was at the school. Education Review Office, report of 21 December 2017

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 30 October 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

School 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

Roscommon School is a large contributing school in Manurewa with both Rumaki Māori and Sāmoan Bilingual Units catering for learners from Year 1 to Year 8. Of the 530 students on the roll, 70% are of Pacific heritage, 38% are Māori , 12% Asian and 10% New Zealand European | Pākehā.

The school’s vision is to create conditions for students to believe in themselves, ‘ Whakapono ki a koe ’. The vision is underpinned by values of Whanaungatanga (relationships), Hiranga (excellence), Ako (teaching and learning from each other), Kaitiakitanga (sustainability), Aroha (love), Puawaitanga (blossoming), Oranga (wellbeing), Ngākau tapatahi (honesty/integrity), and Oho-ake (awakening).

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

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.

How well are learners succeeding? Success and progress for all learners is increasing.

What is the quality of teaching and learning? Learners benefit from good 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 sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.

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 section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.

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%

Reading A small majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

Writing Less than half of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

Mathematics A small majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

Rumaki /Bilingual

Pānui Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

Tuhituhi A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Pāngarau A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

The school is behind 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

This section is about how the school assesses learner progress and achievement.

The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.

Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

This section is about how well the school supports all learners to make sufficient progress.

The school is developing 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 Government reading, writing and mathematics targets and pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.

Rumaki/Reo Rua Outcomes and Conditions to Support Learners Success

This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki/Reo Rua classroom/s within in English medium schools.

Learner success and wellbeing

Ākonga engage with and build knowledge, confidence, cultural pride and leadership skills through a curriculum grounded in te ao Māori.

Positive kaiako relationships with ākonga and whānau , together with appropriate Te Marautanga o Aotearoa programmes and aromatawai support ākonga engagement and outcomes.

Ākonga develop a strong linguistic and cultural foundation through immersion in te reo me ōna tikanga , fostering a commitment to continue their Māori medium learning pathway.

Conditions to support learner success

He Pua Mai i Rangiātea provide authentic cultural experiences that enable ākonga to immerse themselves in te ao Māori , in collaboration with hapū, whānau and community.

School governance and leadership promote te reo Māori and provide opportunities for ākonga to lead in school, and with the wider community.

High whānau engagement and kaiako support, help sustain a commitment to te reo Māori me ōnā tikanga across teaching and learning programmes.

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 outlines what the school is doing well and identifies actions for improvement.

Areas of Strength

Roscommon’s Rumaki Māori Unit and Sāmoan Bilingual Unit celebrate the school’s dual cultural heritage and plays a key role in supporting learner success. The Bilingual Units build confidence and foster a strong sense of identity and belonging, supporting learners throughout their learning journey.

Roscommon School promotes an inclusive learning environment with systems that enable targeted support for learners with additional needs.

Roscommon School is committed to collaborative partnerships with whānau , community and support agencies and strengthens its inclusive approach.

Strong, responsive teacher relationships built on trust and respect, play a vital role in supporting learner engagement, wellbeing and success.

Key priorities

Clarify and refine expectations for structured literacy teaching and the use of assessment tools, so that consistent and effective practices can be embedded across the school to improve learner outcomes.

Implement structured mathematics programmes across the school, to improve teaching and learning.

Analyse achievement data and evaluate rates of progress for ākonga working towards expected curriculum levels, so that teaching practices are adapted and tailored to ākonga strengths and needs.

Identify and implement initiatives to improve regular attendance towards government targets.

Actions to bring about improvement

Within three months:

senior leaders review structured literacy programmes and assessment practices to develop a cohesive framework for teaching and learning

leaders and teachers participate in structured mathematics professional learning to support the implementation of programmes across the school

school leaders improve attendance management strategies using reliable data to inform strategic priorities and targeted actions

Every six months:

leaders and teachers monitor the impact and success of teaching and learning programmes and assessment practices, with a focus on reading and writing

leaders and teachers review the implementation of structured mathematics programmes across the school; identify areas for further support and improvement

leadership and teachers review achievement data focusing on rates of progress for target learners in He Pua Mai i Rangiātea

senior leaders review the effectiveness of the attendance action plan; identify barriers and refine strategies to improve attendance

Annually:

leaders and teachers evaluate and strengthen teaching and assessment practices that drive continuous improvement in reading and writing outcomes for learners

leaders and teachers analyse and assess the impact of structured mathematics programmes on outcomes for learners across the school

leadership and teachers evaluate and report on interventions and strategies that accelerate learner progress, to inform targeted actions and strategic resourcing decisions for He Pua Mai i Rangiātea

the School Board and leaders evaluate the effectiveness of attendance management strategies to increase regular learner attendance towards government targets.

Expected outcomes

Consistent school-wide teaching and learning programmes that lead to improved outcomes in reading and writing.

A fully implemented structured mathematics programme that improves learner outcomes.

Increased rates of progress and achievement for all learners in He Pua Mai i Rangiātea.

Improved regular attendance.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements.

Board Assurance with Regulatory and Legislative Requirements

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.

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 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

Sharee Hemingway Director Ākonga Māori

30 October 2025

Read this report on ero.govt.nz →