Red Beach School - 29/10/2019

School Context

Red Beach School, on Auckland’s Hibiscus Coast, provides for approximately 580 children in Years 1 to 6. There are small numbers of Māori and Pacific children on the roll. The school’s Motuora unit provides specialist programmes for students with high additional learning needs.

The school’s vision is of “a community empowering lifelong learners to achieve and make a difference” through participation, collaboration and celebration. The school’s recently elected board includes some new members.

Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:

  • achievement in reading, writing and mathematics
  • progress in relation to school targets for reading, writing and mathematics
  • achievement for children with special/additional learning needs
  • engagement and wellbeing for success.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Leaders and teachers are improving equity and excellence in academic outcomes for students.

School data for the last three years indicate positive trends and show that most students are achieving at or above expected curriculum levels in reading, writing and mathematics. Recent data show that while there is a trend towards greater parity in reading, a small disparity remains for Māori students in writing and mathematics. The school has worked consistently to address, and has significantly reduced, disparity for Māori in writing. In 2018 there was a disparity for girls in reading and mathematics achievement.

A large majority of students achieve well in relation to the school’s valued outcomes. They are confident and actively involved learners who assess their own learning. These students are learning with digital technologies, collaborate successfully and are responsive to their peers.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

Leaders and teachers have a deliberate focus on accelerating learning for Māori and other students who need this.

Students have access to a wide range of programmes and initiatives to accelerate their progress. They know their individual learning strengths and next steps. Teachers’ partnerships with parents and students’ individual programmes support a personalised learning approach. School information indicates that these programmes have been successful in accelerating learning.

Leaders and teachers make good use of their comprehensive knowledge of students who need to make accelerated progress. They closely monitor the progress of students most at risk of not achieving.

The school is very supportive and inclusive of the Motuora unit staff and students. Leaders and staff work collaboratively to provide ample opportunities for children to be included in school programmes, celebrations and events.

Over the last three years, leaders and teachers have participated in a broad programme of professional learning and development (PLD) to build professional capability and capacity. The impact of this PLD is particularly evident in the school’s focused and positive learning environment and culture.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Leadership is effective and well distributed across the school. Leaders have high expectations of teachers, students and themselves as lifelong learners. This distributive leadership model allows all teachers to collaborate and lead in well-resourced learning environments that support student learning and wellbeing.

Teachers’ professional inquiries are collaborative and centred on learners’ specific needs. These inquiry processes align with the school’s vision, values and student targets. This explicit attention has enabled constructive shifts in teaching practice, and enhanced outcomes for children.

The schoolwide integrated curriculum inquiry model has a focus on the nature of science and technology. It provides many opportunities for learning, including education in the outdoors. Teachers make good use of digital devices to support children in their learning. These approaches are helping children to access an engaging and increasingly responsive curriculum that supports their learning.

Students enact the school’s Rich Heart values of respect, inclusion, caring and honesty. The settled, positive environment supports them to be resilient and to participate in a wide variety of learning opportunities. Students are confident and articulate in describing their learning. They value the relationships they have with their teachers and leaders.

Trustees have experience and expertise and govern the school capably. Trustees and leaders have a future focused approach to developing and planning school direction. They make strategic decisions that are aligned to positive outcomes for their whole school community. They ensure board coherence through succession planning.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Teachers’ current effective use of ‘teaching as inquiry’ are useful for strengthening strategies that help students to become more self-directed learners. Current structures encourage co-design of learning activities where students have input and select from options. Continuing to grow the capability of staff in this area will enhance support for students to purposefully plan their learning while building new knowledge and skills.

The board of trustees is engaging with the New Zealand School Trustees Association document, Hautū: Māori Cultural Responsiveness Self Review tool for Board of Trustees. The school is fostering its relationship with Te Herenga o Orewa Marae. The growing number of staff learning te reo Māori supports the school’s goal to strengthen the promotion of te ao Māori in the school. It should also contribute to a greater shared understanding of bicultural responsiveness and school practices.

Trustees hold hui for whānau Māori. They are aware of the need to seek the aspirations of Pacific fono and other ethnic groups. The increased diversity of the new board is likely to strengthen their partnership with the school community.

The school is introducing a new online school management system which will be able to draw on multiple sources of information. School leaders’ evaluation of this comprehensive information would enable the board to prioritise and make strategic decisions that support positive outcomes for all learners.

3 Other Matters

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review there were 28 international students attending the school. The school mainly hosts short-term visiting students and groups. They are well supported and included in the life of the school.

4 Board Assurance on Legal Requirements

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:

board administration

  • curriculum
  • management of health, safety and welfare
  • personnel management
  • finance
  • asset management.

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

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

The board should seek NZSTA support to ensure that their procedures for meetings when the public should be excluded from board meetings meet the requirements of the Privacy Act.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Red Beach School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

6 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • the distributive leadership model that allows all teachers to collaborate and lead in well-resourced learning environments that support student learning and wellbeing
  • teachers’ collaborative inquiries that focus on learners’ continued improvement and have enabled shifts in teaching practice to improve outcomes for learners
  • a culture of learning among leaders, teachers, parents/whānau and students that maintains high expectations and promotes student learning in settled, engaging and purposeful environments
  • trustees’ future-focused approach to developing and planning for the school’s future direction to ensure positive outcomes for their school community.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • continuing to grow the capability and capacity of leaders and teachers to deliver a responsive and engaging curriculum that enhances students’ learning opportunities
  • the board continuing to engage with Hautū, to strengthen their understanding of bicultural practices across all aspects of school operations
  • embedding processes that provide increased opportunities for partnerships with all ethnic groups
  • continuing to strengthen the focus of internal evaluation on measuring the impact of school practices on outcomes for learners.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

29 October 2019

About the school


Red Beach, Auckland

Ministry of Education profile number


School type

Contributing (Years 1 – 6)

School roll


Gender composition

Boys 52% Girls 48%

Ethnic composition

Māori 12%
NZ European/Pākehā 65%
Asian 6%
African 4%
Pacific 4%
other European 8%
other ethnic groups 1%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

July 2019

Date of this report

29 October 2019

Most recent ERO report(s)

Education Review June 2016
Education Review November 2011
Education Review June2008