Redoubt North School - 01/12/2017

School Context

Redoubt North School, Manukau, caters for students from Years 1 to 8. A quarter of learners are Māori and half have Pacific heritage, with Samoan being the largest group.

The school’s mission is to develop confident communicators who strive for excellence. The school values of respect, responsibility and excellence underpin its mission. The school’s direction and values are well understood and supported by parents, teachers and students.

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

  • achievement and accelerated progress in reading, writing and mathematics

  • outcomes for students with additional learning needs, including gifted and talented students

  • achievement in relation to school and national targets

  • information from community surveys

  • reviews of learning areas including progress made with programmes and initiatives.

Staff participate in professional learning and development designed to support the school’s identified priorities. Over recent years, there has been a particular focus on improving children’s writing.

Since the 2013 ERO report, school leadership and stewardship have remained stable. The school is strategic in appointing beginning teachers. Senior leaders ensure that teachers work in roles that use their strengths to positively impact outcomes for children.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

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

The school is very effective in achieving equitable and excellent outcomes for all its students.

The school consistently succeeds in promoting high levels of student achievement. Most students achieve expected standards in reading, writing and mathematics. Leaders and teachers have successfully addressed disparity in achievement for boys in reading and mathematics. They are continuing work to achieve parity for boys in writing.

Students achieve very well in relation to other outcomes valued by the school. Most students:

  • are proud to attend the school
  • consistently demonstrate the school values
  • attend school regularly and are very well engaged in their learning
  • participate in a wide range of learning opportunities and experiences.

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The school responds very effectively to Māori and other students whose learning and achievement need acceleration. Achievement targets have been developed to address identified learning gaps. Progress towards these targets is closely monitored by school leaders and the board.

School leaders expect all children to be successful during their time at the school. They prioritise the achievement and learning of all Māori and Pacific children. Their commitment to all children achieving is shared by teachers. All staff know about, and are focused on, supporting the students who need additional help in their learning. Processes for closely monitoring children’s rates of progress and their levels of achievement are well embedded.

Teachers and leaders are highly strategic and responsive to the learning needs of all children. They work closely with children, differentiating programmes in response to children’s strengths and learning needs. Specialist teachers provide intensive programmes designed to support and accelerate the progress of groups of children with similar learning needs. The effectiveness of these interventions is evident in the school’s achievement data.

2 School conditions for equity and excellence

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

School leadership is very effective in setting, and implementing, the vision for teaching and learning. Leaders ensure that decisions and initiatives are well aligned to the school’s direction. They continually challenge themselves to do better through ongoing improvement.

A positive school climate and effective routines promote an environment where children can be successful learners. Children and staff respond well to the high expectations that are set. School leaders closely monitor the implementation of expectations to ensure consistency across the school.

Teachers make good use of the school day for children’s learning. Frameworks and processes for identifying and responding to children’s learning needs, support equity and excellence for all. Teachers provide very good opportunities for children to develop their skills in core learning areas. Children participate in a variety of activities that are designed to extend their experiences and develop their social competencies.

The board contributes positively to school development. Several trustees have long standing connections with the school. Trustees share a strong commitment to fully supporting the school’s pursuit of excellence. The board is proactive in seeking additional funding and sponsorship to extend learning opportunities for children.

Children learn in very settled and purposeful classroom environments where their work is valued and they are encouraged to take pride in their achievement. Respectful relationships between teachers and children are the basis for the positive tone in classrooms. Older children contribute to and serve the school through a variety of leadership roles.

The school has a strong professional learning culture. There is a sense of purpose and collegiality. Induction programmes for teachers new to the school, and advice and guidance support for beginning teachers, help to maintain the school’s high standards. Targeted professional learning supports individual teachers to improve their practice. It also helps to maintain the continuity of school-wide approaches and programmes. Leadership opportunities and career pathways are identified and promoted for teachers.

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

To continue to support the achievement of equity and excellence, leaders and teachers could:

  • build on the positive partnerships established with parents to focus on supporting children’s learning
  • extend the use of digital resources to support children in making decisions about their learning and planning
  • build on the current, rich learning programmes to connect even more strongly with children’s lives and their languages, cultures and identities.

3 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 Vulnerable Children Act 2014.

4 Going forward

Key strengths of the school

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

  • leadership that promotes consistently good practice and high expectations

  • responding to individual children’s learning needs that results in high achievement

  • establishing and maintaining the positive learning culture and environments that support children well to engage in their learning.

Next steps

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

  • further developing partnerships with parents that focus on learning

  • increasing students’ use of achievement information to support them to identify and plan their next learning steps

  • providing more authentic learning programmes that strengthen connections with children’s lives.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in four-to-five years.

Graham Randell

Deputy Chief Review Officer Northern

Te Tai Raki - Northern Region

1 December 2017

About the school



Ministry of Education profile number


School type

Full primary (Years 1 to 8)

School roll


Gender composition

Boys 52% Girls 48%

Ethnic composition





Southeast Asian


Cook Island Māori




other Pacific

other Asian













Review team on site

October 2017

Date of this report

1 December 2017

Most recent ERO report(s)

Education Review
Education Review
Education Review

June 2013
May 2010
December 2007