Randwick School - 03/09/2014

Findings

The areas identified for review and improvement in the 2013 ERO report have been successfully and sustainably addressed. Students experience an authentic, purposeful curriculum that supports learning. There is a strong commitment to maintaining and embedding the focus on improving student achievement.

ERO is likely to carry out the next review in three years.

1 Background and Context

What is the background and context for this school’s review?

Randwick School provides education for students in Years 1 to 8 in Moera, Lower Hutt. Of the 158 students enrolled at the time of this ERO review, 51% identify as Māori, 15% Pacific and 17% Asian.

The March 2013 ERO report identified priority areas for review and development. Since ERO was on site in November 2012, a new principal has started at the school. Together with the senior leadership team she has been instrumental in addressing ERO’s key recommendations. A new board chair was elected at the beginning of 2013.

The school has participated in an ongoing ERO evaluation process. The Ministry of Education has supported improvement. Trustees, senior leaders and teachers have been involved in extensive professional development. Non-compliance issues identified in the 2013 ERO report have been addressed.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

The previous ERO review identified the following areas as requiring improvement and development:

  • assessment practice
  • teaching as inquiry
  • a curriculum responsive to the school’s context.

Progress

Assessment practice

Clear and useful guidelines for assessment promote consistency of practice across the school. These include support for teachers forming judgements in relation to National Standards.

Formative assessment has a greater focus. Students are effectively supported to understand the purpose of their learning and what they need to do to be successful.

Teachers have identified target students whose achievement requires accelerating. Team meetings focus on student achievement. Teachers discuss strategies to support success.

Teaching as inquiry

An effective process to support teachers’ inquiry into the effectiveness of their practice has been developed and is well implemented. This well understood process is instrumental in driving improvement. Inquiries link to the school’s expectations for effective practice.

Curriculum

Comprehensive review and development of the Randwick School Curriculum has been effectively and conscientiously undertaken. This has included community consultation, the identification of principles and shared vision and values. Learning area statements have been developed. Student inquiry learning is underpinned by six core concepts. Separate consultation has appropriately occurred about the health curriculum.

The curriculum suitably reflects the school context. Extensive supporting documents have been developed in reading, writing and mathematics. Teachers are continuing to review and refine implementation plans and progressions that support teaching and learning. Documents are effectively designed to foster consistency of teacher practice and a common language that promotes continuity for students as they move through the school.

The strengthened curriculum includes and responds to the culture and aspirations of Māori learners and their whānau. It has parent and student perspectives embedded in the documentation. Teachers have considered and are using Ka Hikitia Accelerating Success 2013 - 2017 to support their responsiveness to Māori.

Teachers are focused on improvement. There is clear alignment of curriculum and school expectations.

3 Sustainable performance and self review

How well placed is the school to sustain and continue to improve and review its performance?

Priorities identified for review and development

The previous ERO review identified the following areas as requiring improvement and development:

  • self review to inform future improvement
  • staff appraisal.

Progress

Self review

Self review now guides improvement. A framework has been established that supports shared understandings by both staff and trustees. The self review process includes high quality indicators that reflect best practice. Meaningful self review at board level is evident.

Staff appraisal

The new appraisal process is thorough. It strongly links to the Registered Teacher Criteria, teaching as inquiry and the school’s expectations for effective practice. Teachers are regularly observed and receive feedback that supports their professional growth and development.

The leadership team has identified the need to continue review and refinement of the curriculum and school systems to raise student achievement. ERO’s external evaluation affirms that the school is well placed to sustain and continue to review its performance.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

Conclusion

The areas identified for review and improvement in the 2013 ERO report have been successfully and sustainably addressed. Students experience an authentic, purposeful curriculum that supports learning. There is a strong commitment to maintaining and embedding the focus on improving student achievement.

ERO is likely to carry out the next review in three years.

Joyce Gebbie

National Manager Review Services Central Region

3 September 2014

About the School

Location

Moera, Lower Hutt

Ministry of Education profile number

2969

School type

Full Primary (Years 1 to 8)

School roll

158

Gender composition

Female 51% Male 49%

Ethnic composition

Māori

Pacific

NZ European/Pākehā

Other ethnic groups

51%

15%

13%

21%

Review team on site

July 2014

Date of this report

3 September 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

March 2013

October 2009

October 2006