Context
What are the important features of this school that have an impact on student learning?
Roslyn School in Palmerston North caters for Years 1 to 8 students. The mission statement, “developing the talents of future generations”, is key to teachers’ practice. Students are encouraged to developed confidence and responsibility. Shared school values are evident. Students enthusiastically participate in classroom activities. Their creativity and achievement are celebrated and displayed with pride in classrooms and around the school.
Students participate in a range of experiences that support their learning. Involvement in academic, sporting and cultural activities caters for individual interests and abilities. Leadership opportunities in aspects of school life are sought and valued. An active student council encourages individual leadership while promoting collective responsibility.
The introduction of a class for some Years 4 to 6 boys in 2011 is providing these students with clear boundaries and range of valuable educational experiences. The teacher demonstrates a positive rapport with the boys and most are purposefully engaged in learning.
Trustees, teachers and students take pride in their surroundings. The expansive, well-equipped grounds provide students with opportunities for physical development. Students and teachers work together to actively support a culture focused on caring and respectful relationships. Positive values and cooperative learning are encouraged
Learning
How well are students learning – engaging, progressing and achieving?
Teachers collect a range of valid information, which provides evidence of how well students are achieving and progressing. Reported data shows that many students achieve at or above age or stage expectations in numeracy and literacy. School leaders separate and report standardised assessment information for Pacific students. Their achievement levels are similar and at times better than those overall for the school. Data is analysed to identify groups and individuals requiring specific intervention or targeted learning in the classroom.
Teachers collect achievement information at regular intervals to monitor progress and inform their planning. They work collaboratively with colleagues to review data and decide on next steps to support teaching and learning. Instructional groups are established, recognising individual students' abilities.
Agreed guidelines provide clear expectations to support positive environments for learning. Classrooms are well organised, vibrant and value the outcomes from student involvement in learning. Established guidelines for behaviour are applied and affirmed by teachers. A clear emphasis on student self management, taking responsibility and perseverance fosters a positive attitude towards achievement and participation. Students' opinions and ideas are listened to and appreciated. Classroom displays, learning prompts and useful strategies employed by teachers suitably promote students’ active participation in the learning process. Many students can talk about their level of achievement and next steps to progress their learning.
Parents receive appropriate information to usefully support student learning. Three-way learning conferences are well attended and provide relevant information about individual student achievement. Written reports give parents information about their child’s progress and achievement in relation to the National Standards, and their ability across the curriculum. Practical suggestions assist them to help at home. The learning partnership between home and school is supportive of students’ success.
School personnel have developed a useful process to support teachers’ inquiry into their practice. Continued review and development of this process has the potential to enhance teaching for students at risk of underachieving. Increasing some teachers’ ability to evaluate outcomes using data should enable them to better respond to the specific needs of individual, targeted students.
How well does the school promote Maori student success and success as Maori?
Students learn in an inclusive environment. Trustees receive specific information about Maori achievement. There is a wide range of strategies, programmes and initiatives to support Maori students'
potential to progress and achieve. Their progress and achievement is comparable to that of their non-Maori peers.
The re-establishment of whanau meetings in 2011 to support effective communication and reporting systems had limited success. However, the principal and trustees continue to work collaboratively to improve consultation with whanau and promote Maori student achievement.
Curriculum
How effectively does this school’s curriculum promote and support student learning?
A clear rationale is evident for the design of the school's curriculum and its areas of emphasis. Contexts for learning are relevant to the school's location and acknowledge the need for students to learn about the wider world.
The curriculum is flexible, has breadth and allows teachers to make the most of spontaneous teaching and learning opportunities. An emphasis on the “the three kete” that contribute to the knowledge and skills required for learning, the key competencies and a focus on the use of effective teaching strategies, underpin the school’s curriculum.
Monitoring progress toward identified objectives, together with deliberate approaches to teaching and learning, assist school leaders to consider how well learning programmes cater for students. The school’s vision is clearly articulated, understood and shared with the community.
Effective use of information and communication technologies (ICT) resources extends learning opportunities. Students gain a varied range of skills to assist them towards becoming ICT literate. The introduction of two digital classrooms contributes positively to increased use of technologies for teaching and learning and provides a wider audience for students’ work.
Sustainable Performance
How well placed is the school to sustain and improve its performance?
Self review is clearly evident in school operation and decision making. Planned, strategic and emerging review are used to gather, analyse and report findings, contributing to ongoing improvement.
Information from a range of sources including parents, whanau and the community is reflected in the school's strategic direction. Ongoing evaluation of student achievement information occurs to determine the effectiveness of programmes, strategies and initiatives. Staff regularly review the curriculum to ensure agreed expectations are achieved and further developed.
Plans to enhance the achievement of identified groups of students, including Maori and Pacific provide guidance for teachers. Developing implementation plans that include clear actions and explicit monitoring processes should strengthen review and identification of next steps.
The principal is well supported by senior managers. Promoting and distributing leadership impacts positively in sustaining agreed practices and continuing to improve capability. Team leaders appropriately support teachers to implement agreed school expectations. Performance management is used to identify and monitor improvement linked to school, team and personal goals. Monitoring systems provide the opportunity for individuals to measure, reflect and receive valuable feedback against agreed expectations.
Trustees continue to develop their knowledge and understanding of effective governance. Clear expectations of their roles and responsibilities have been developed. A focus on promoting opportunities for students, supporting achievement and developing meaningful community partnership is evident. Trustees work with the principal and align resourcing to their strategic goals. The board is well placed to continue to successfully govern and achieve its strategic goals.