Rosehill College

The same report — the board assurance report of 6 March 2025 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.

ERO has identified the following areas of non-compliance during the board assurance process:

an up to date set of school policies and procedures is readily available to the school community or board members. A schedule of regular review is required to ensure compliance with all legal and regulatory requirements [Section 127 (1) and (2) Education and Training Act 2020]

the child protection policy contains provisions on identification and reporting of child abuse and neglect and has not been reviewed every three years [Vulnerable Children Act 2014, sections 18 and 19]

a policy on physical restraint in accordance with Education (Physical Restraint) Rules 2023 (MOE) [Sections 99-101 of the Education and Training Act 2020]

the policy for prevention of bullying that includes a definition of bullying, the categories of bullying, an outline of approaches to preventing bullying and managing bullying behaviour [Section 127 (1) Education and Training Act 2020; Good Practice]

The board has since taken steps to address the areas of non-compliance identified.

Read this board assurance report on ero.govt.nz →

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 1773 — 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. October 2018

   1719

   Counted while ERO’s review team was at the school. Education Review Office, report of 17 December 2018

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 6 March 2025 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

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

Some students are engaged, making progress and achieving at expected levels.

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 establishing systems and processes to improve outcomes for learners.

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.

The quality of teaching and expectations for learning are variable.

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.

School conditions are increasingly aligning with its objectives, fostering ongoing improvement.

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

Read this report on ero.govt.nz →