Te Kōmanawa Rowley School

The same report — the board assurance report of 3 December 2024 — 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:

having an approved FENZ evacuation scheme [Fire Safety, Evacuation Procedures, and Evacuation Schemes Regulations 2018]

evidence of referee checking as part of Workforce Safety Checking [Children’s Act 2014].

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 227 — 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 2019

   107

   Counted while ERO’s review team was at the school. Education Review Office, report of 7 February 2020

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 3 December 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

Te Kōmanawa Rowley School is located in Christchurch and provides education for learners in Years 1 to 8. The school’s three values are Whanaungatanga | Feso'ota'iga |Tauhi Va | Relationships; Tuakiritanga | Fa’asinomaga |‘Ilo’i kita |Identity; and Mana | Fa’aaloalogia | Ngeia | Dignity.

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

Outcomes for learners are improving school wide; this is an ongoing priority for the school.

Learner achievement has improved over the last three years; less than half of all learners are achieving at or above curriculum levels in reading and writing, and a small majority are achieving at or above curriculum level in mathematics.

There is little disparity by ethnicity; however, boys are not achieving as well as girls in reading and writing.

Systematic wellbeing approaches are resulting in students recognising they have value and are increasingly proud of their learning.

Less than half of all learners are attending school regularly; the school is yet to meet Ministry of Education target for regular attendance, this is an area of strategic focus for the school.

Conditions to support learner success

Leaders are strategic and deliberate in building a supportive school culture that is learning focused.

Leaders set and pursue specific improvement goals and targets, including prioritising the acceleration of learners at risk of underachievement.

Leaders ensure planning and implementation of the school’s curriculum and teaching; expectations for high quality teaching are clear, shared and monitored to consistently support learner progress and achievement.

Leaders build effective relationships with other education providers and community groups to support learner transitions and increase opportunities for learner success and wellbeing.

Teachers and the curriculum are responsive to learners’ interests, needs and culture.

Meaningful learning experiences support learners to be engaged, experience success and progress in their learning.

Leaders and teachers have high expectations for learning and behaviour, supporting learners’ wellbeing needs so they can engage in learning and experience success.

Cultures within the school community are affirmed, valued and increasingly reflected in teaching and learning across the curriculum by teachers and leaders.

Key conditions that underpin successful schooling are increasingly embedded.

Leaders provide targeted professional learning opportunities for staff that are aligned with school’s improvement goals and learner needs.

A focus on relationships and relational trust are evident; the cultures of all learners, whānau and the community are affirmed and valued.

Leaders and teachers engage and actively promote the learning that is happening within the school with the community.

The board uses data and evidence well to make informed strategic decisions within the school.

Part B: Where to next?

The agreed next steps for the school are to:

continue to prioritise improving regular attendance, accelerating progress, and raising achievement in reading, writing and mathematics

further develop the leadership skills of team leaders, including their data analysis and evaluation capability, to grow their skills leading others and to enable them to support continued accelerated progress for learners

review and refine the literacy and mathematics programmes, assessment and teaching practices in response to professional learning, and to align with the national curriculum changes

strengthen learning focused partnerships with whānau.

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

Within three months:

gather and respond to student and whānau feedback and ideas about cultural inclusion and learning engagement

evaluate the actions implemented to improve attendance to inform future planning

review national curriculum changes and alignment with current practice and school expectations in literacy and mathematics and support staff with any professional learning needed.

Every six months:

team leaders analyse learner progress and achievement to evaluate the effectiveness of strategies to accelerate learning towards expected curriculum levels to inform planning

evaluate professional learning in literacy and mathematics for its impact on teaching practices to improve learner outcomes to know what is working best

review how well learning partnerships with whānau increase engagement, wellbeing and achievement outcomes for learners.

Annually:

collect, analyse and respond to learner and whānau feedback to plan for and maintain an inclusive environment

evaluate the impact of strategies used to improve regular attendance and to accelerate learner progress and achievement

continue to develop the schools’ curriculum to align with curriculum changes and to maintain relevant local learning opportunities

report the above findings to the Board to inform strategic direction decision making.

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

continued improvement in attendance, progress, achievement and wellbeing for all learners

effective school wide systems in place that inform teaching practice and continue to increase successful outcomes for all.

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

3 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

Read this report on ero.govt.nz →