Rowandale School

What ERO wrote in its latest report

This is ERO’s report of 16 October 2024 — “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

Rowandale School is located in Manurewa , Auckland and provides education for learners in Years 1 to 6. The school’s learning values engage, empower, and encourage are the foundation of the school’s vision, ‘ We grow our People”- Whakatipu ō mātou tangata .

The school provides a Niue bilingual unit Matala Mai- Aoga Ha Rowandale and offers three te reo Māori and three Gagana Samoa enrichment classes.

There are three parts to this report.

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.

Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.

Expected Improvements and Findings

Since the previous ERO report of November 2022, ERO and the school have been working together to evaluate the impact that the school’s learning values have on learner progress and achievement.

The school expected to see:

Learners supported to achieve to their potential.

Achievement data indicates that, whilst some learners make sufficient or accelerated progress in reading, writing and mathematics, acceleration of learning remains an area of focus.

Regular observations of teaching and learning have identified areas for improvement; these insights now inform teacher planning.

Responsible and self-managing learners who are responsible and self-managing because of explicit teaching of the Rowandale School learning values.

Explicit teaching of the Rowandale School learning values has led to increasingly positive and respectful behaviour and learners using the school values to self-manage.

Learners are increasingly engaging in meaningful learning activities.

Other Findings

During the evaluation, it was found that learners have increasingly led their own learning; this has contributed to a stronger sense of belonging and confidence.

The greatest shift that occurred in response to the school’s action is the development of a Rowandale School Observation Monitoring Tool which provides leaders and teachers feedback about how effectively teachers are embedding the school values into their classroom practices.

Part B: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing

Outcomes are improving for some learners.

Achievement information for 2023 shows that some learners achieved at or above expected curriculum levels; a small number of learners made accelerated progress in reading and mathematics.

Māori learners progress at similar levels to their peers; accelerating achievement in writing for all learners is a priority.

Learners have a strong sense of wellbeing and belonging and are confident in their identity, language, and culture.

Less than half of the learners attend school regularly; school wide initiatives are improving attendance.

Conditions to support learner success

Leaders collaborate to set and work towards goals to improve learning and wellbeing outcomes for learners.

Leaders purposefully use school wide evidence from assessments, observations of teaching and teacher and learner reflections to evaluate teaching, raise teacher capability and nurture learning.

Leaders set clear expectations for collaborative and responsive teaching approaches to support all learners.

Leaders cultivate a positive school culture that values and prioritises engagement and partnership with the Rowandale school community.

Increased consistency in the teaching of structured literacy and mathematics is beginning to improve learner achievement.

Teachers are beginning to use achievement information to identify and respond to learners who need additional support or who are not making adequate progress.

A curriculum, planning and assessment team supports teachers to implement and embed effective literacy and mathematics teaching strategies to improve outcomes for learners.

The local curriculum provides for and celebrates the cultures, languages and identities represented in the school and supports the revitalisation of Pacific languages.

The local curriculum is supported by clear and consistent systems and processes.

Teachers are beginning to adapt their practice as a result of regular observations and feedback, effective assessment practices and targeted professional development.

Families and communities actively participate in school activities that reflect and value the interests and strengths of learners.

Leaders proactively connect with external agencies in the community; this is strengthening learners’ engagement and attendance.

Learner wellbeing is prioritised, with a focus on promoting resilience, optimism and a sense of belonging for all.

Part C: Where to next?

The agreed next steps for the school are to:

raise overall achievement, specifically in writing, through professional learning and development for teachers that promotes the school learning values and sets high expectations for learning

increase the use of te reo Māori and tikanga Māori across the school and continue to embed mātauranga Māori in the school’s teaching and learning programmes

further develop and expand the provision of bilingual education to promote Pacific languages and te reo Māori

continue to work closely with external agencies and whānau to improve attendance.

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

Within three months:

plan and implement a school wide professional learning focus on raising learner engagement and achievement in writing with clear expectations for progress

review the delivery of te reo Māori, tikanga Māori and mātauranga Māori learning across the school

gather learner, teacher and community feedback about the provision of bilingual education; develop a plan to further strengthen and expand its provision.

Every six months:

use information from classroom observations and achievement information to adapt teaching practices to ensure all learners are making expected or accelerated progress

develop a plan that will strengthen and sustain the capability of teachers and learners; continue to measure and monitor progress to improve use of te reo Māori, tikanga Māori and mātauranga Māori

identify and draw on community resources to inform the further development of bilingual education

analyse achievement and attendance information and evaluate the impact of current school initiatives to improve learner attendance and engagement.

Annually:

review professional practice through teachers’ observation and learner outcomes in writing to analyse and report progress and planned future actions to the board

assess and evaluate the provision of te reo Māori, tikanga Māori and mātauranga Māori learning across the school; review and strategically plan next steps

evaluate the provision of bilingual education to ensure the quality teaching of the languages valued by the community is sustained

analysis of achievement and attendance data and initiatives to inform board review.

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

embedded effective teaching and learning programmes that engage, encourage and empower staff and learners

improved student achievement outcomes and accelerated progress in writing

strengthened capability of staff and learners in te reo Māori, tikanga Māori and mātauranga Māori learning

provision of quality bilingual education according to community aspirations

improved attendance and engagement.

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

16 October 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

Read this report on ero.govt.nz →