Randwick Park School caters for children in Years 1 to 8. The school is culturally diverse with a roll of 662 children, of which 22 percent are of Māori descent, 49 percent have Pacific heritage, and of these 26 percent are Samoan. Increasing numbers of students speak languages other than English when they enrol at school. Ngā Mānukura, the Māori bilingual unit, consists of three classes for students from Years 1 to 8. The school experiences high numbers of students that come to the school or leave during the year.
School documentation states that hauora is the foundation of all learning at Randwick Park School. Four key principles: tana tina, taha hinengaro, taha whānau and taha wairua, promote partnership with the community. The school values are: Respect, Integrity, Excellence, Resilience and Positivity.
Leaders and teachers report to the board schoolwide information about outcomes for students in the following areas:
Randwick Park School is part of the Alfriston Kāhui Ako.
The school is working towards achieving equitable and excellent outcomes for its students. Leaders have clear data to show that most children are achieving the school’s valued outcomes.
Leaders and teachers have been exploring ways to lift overall achievement. They acknowledge further work in this area is a priority. The school collects a range of data that shows ongoing trends and patterns of variable outcomes in terms of achievement, progress and acceleration for some children. Longitudinal school data show that some of the learners leave school at the end of Year 8 not achieving to national curriculum expectations. School leaders have identified potential factors as to why student progress has not been accelerated in a sustained or consistent way over recent years.
Māori students are not yet achieving at expected levels. Māori students in Ngā Mānukura bilingual classes are achieving better outcomes than Māori students in mainstream classes.
The school’s other valued outcomes are known as ‘He Kākano, The Seed’. These reflect the New Zealand Curriculum (NZC) and include relating to others, thinking, managing self, participating and contributing. Students achieve very well in relation to these outcomes. Senior leaders are continuing to refine and build ways of promoting these competencies.
The school has evidence of accelerated progress for some Māori, Pacific and other students who need this. School data shows disparity between the achievement of Māori, Pacific and other learners in reading, writing and mathematics.
Leaders and teachers collect detailed achievement data. The use of this data for improving student learning requires further refinement. Teachers identify target students, inquire into their learning needs and respond with teaching strategies and resources. New initiatives and intervention programmes have been used to ensure acceleration of progress is being sustained over time and the disparity identified is reduced. These interventions will be further evaluated to measure their impact on acceleration of all students’ learning.
The school environment provides accessible and well organised learning areas. The curriculum offers a range of opportunities for children to engage in learning. Teachers make good use of digital tools to support children to access the curriculum and engage in learning. Tuakana/teina practices are promoted in classrooms. Students, including those with additional learning needs, learn alongside their peers and are well supported by teacher aides.
Ngā Mānukura, the three bilingual classes, provide te reo and English teaching programmes working from the New Zealand Curriculum, with Te Reo at Level 3. There is an intention to progress to Level 4 and to work from Te Marautanga, Te Reo Māori Curriculum. The unit is well supported by parents and whānau.
A Year 7 and 8 ‘Sports Academy’ class enables those students with special ability and interest in sport to access the curriculum through the lens of sport. The school is developing this learning pathway at Years 5 and 6 to meet the needs of younger learners. Students in Years 7 and 8 participate in technology learning opportunities from within the school and in specialised facilities.
In 2014 the school started inquiring into a Reggio Emilia approach to learning. School leaders believe this approach influences the design and delivery of a more child-led, localised and responsive curriculum. Leaders and teachers have participated in professional development nationally and internationally and they are committed to delivering an integrated curriculum through the Reggio Emilia approach.
Teachers and senior leaders have strong partnerships with parents/whānau and the wider school community. The special needs coordinator leads a wellbeing team that liaises with whānau/families and external agencies. These relationships increase learning opportunities that promote student wellbeing.
The teacher appraisal system is growing teachers’ capacity to inquire into the effectiveness of their professional practice. The school has recently introduced a new student management system that is supporting improved data analysis to inform teaching practice.
Leaders and teachers are developing systematic internal evaluation processes around the sense making of their achievement data. Trends and patterns in student achievement and progress data require further in-depth analysis and evaluation to reduce identified disparity and improve student achievement. The new student management system should support these improvements.
The school experiences high turnover of students during each year. Leaders and teachers are reviewing their monitoring and assessment systems for these students to track their progress and achievement.
Before the review, the board 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 the following:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO’s overall evaluation judgement of Randwick Park School’s performance in achieving valued outcomes for its students is: Developing.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are continuing to:
refine analysis of the wide range of data collected with a focus on reducing disparity and accelerating student achievement
build the capacity of trustees, leaders and teachers to use internal evaluation to determine the impact of interventions, programmes and practices on outcomes for students.
ERO recommends that the Ministry of Education consider working with the school by providing a Student Achievement Function Practitioner (SAF).
Director Review and Improvement Services Northern
6 July 2020