Level 5 13-15 College Hill Ponsonby P O Box 7219 Wellesley Street Auckland 1141 Tel 0-9-377 1331 Fax 0-9-373 3421 www.ero.govt.nz

To the Parents and Community of Rosmini College

These are the findings of the Education Review Office's latest report on Rosmini College.

Rosmini College provides students with a very good standard of education in an environment that clearly reflects the school's special Catholic character and its emphasis on learning, prayer, respect and caring for others. The college enjoys a high level of parental and community support. This is especially evident in the commitment shown by the board, staff, families and numerous ex-students to the school's ongoing success.

The principal continues to provide strong direction for the school and takes a key role in fostering the school's Catholic character and mission statement values. He is highly respected by students, parents, staff and the wider community. The principal and senior management team work collegially and corroboratively with one another and with staff to promote ongoing improvements in the performance of the school.

The board of trustees also serve the college well. Trustees bring a range of complementary skills and experience to their governance role. They maintain a strong focus on student achievement and on resounding the school well to promote best educational outcomes for students. Trustees are highly supportive of the principal and staff and work actively to ensure the college is well placed to achieve its strategic teaching and learning goals.

Since the 2005 ERO review the college has continued to develop and improve its curriculum provisions and teaching facilities. Developments include the introduction of several new subject options in Years 10-13, the completion of a new technology block and the commencement of work for a new gymnasium. The board and senior managers have also made significant progress in addressing various issues identified in the 2005 ERO report. Work in this area has included improvements to strategic and operational self review and reporting, performance management practices and the use of student achievement data to inform teaching programmes.

Student achievement remains high and shows ongoing improvement over the last three years. This is especially evident in senior school (Year 1 1-13) results. Attainment levels in National Qualifications Framework (NQF) qualifications, particularly the National Certificates in Educational Achievement (NCEA), have steadily increased at Levels 1, 2 and 3 and consistently exceed national averages for schools of similar type and socio-economic rating.

The high levels of academic achievement are complemented by an affirming and positive school tone. Students demonstrate a strong sense of pride in their school and confidence in their own ability to succeed. They interact with their peers in a friendly manner and enjoy mutually respectful relationships with teachers. Students spoken to during the review report that they enjoy school and are well supported by staff. Many commented on the encouragement they receive to achieve academically and the opportunities they have to participate in the school’s many no-curricular activities. The college also encourages the development of leadership skills at all year levels through the opportunities it provides for students to take on responsibilities in a range of sporting, cultural, spiritual and pastoral gel's and through the decision-making opportunities that occur in various student-lead committees that operate within the school.

Teachers have high expectations for student learning and achievement and work hard to meet their students' needs. Spiritual and pastoral care provisions continue to be a strength of the school. Many teachers also give generously of their time and expertise to help ensure the school's no-curricular provisions cater well for students' sporting, cultural and artistic interests and talents.

Teaching practice across the school is generally of a good to very good standard and some very high quality teaching practice is evident in most subject areas. These high quality practices are reflective of the professional development teachers have received to further extend their knowledge of practices that are most likely to increase boys' engagement in learning and academic achievement. A next step for senior managers is to ensure these examples of best practice are shared widely within the school. Attention should also be given to strengthening practices for monitoring, embedding and sustaining new learning promoted in school-wide teacher professional development initiatives.

For this review ERO and the board agreed to focus on the school's provisions for improving educational outcomes for boys. The report also contains comments about student achievement overall and a review of several areas of national interest. These include an evaluation of provisions to support Maori and Pacific student achievement, the review of the school's professional learning and development programmes for teachers and the board's compliance with the code of practice for the pastoral care of international students. The school's thinking about secondary students of the future is reported as a further area of national interest

The report identifies good practice in all of the above areas and makes some suggestions for further improvement. It recommends that senior managers now continue to progress aspects of the school's professional learning and development initiatives to increase the sustainability of these initiatives and to maximise their impact on student learning and achievement.

Future Action

ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report. ERO is likely to review the school again as part of the regular review cycle.

Review Coverage

ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.

If you would like a copy of the |11 report, please contact the school or see the ERO website, http://www.ero.govt.nz:

Elizabeth Ellis

Area Manager

for Chief Review Officer