Redoubt North School - 21/06/2013

1 Context

What are the important features of this school that have an impact on student learning?

Students at Redoubt North School are confident, friendly, and proud of their school. They benefit from a caring and inclusive school culture and have many opportunities to participate in a wide range of academic, cultural, arts and sporting activities. Students have a variety of leadership opportunities across the school.

The school has a history of positive ERO reports. Previous reports have commented on the well developed partnership between the school and its community, effective governance and leadership, and high expectations for student achievement. These positive features of school practice continue to be evident.

Trustees bring a variety of backgrounds and experiences to their roles. The board plans strategically and continues to provide students and teachers with high quality facilities for teaching and learning. Significant developments since the last ERO review include the completion of a sports facility, expansion of the Performing Arts Theatre to provide more capacity, and redevelopment of the school library.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school makes very effective use of achievement information to make positive changes for all learners. As a result, students are highly engaged in their learning and progress and most achieve very well.

Teachers use valid, well analysed achievement information to inform teaching programmes. They share expectations for learning with students and help them to identify their next learning steps. Students are confident in talking about their learning and their progress towards learning goals.

School leaders collate and analyse achievement information in relation to the National Standards in reading, writing and mathematics. This analysis is used to identify students at risk of not reaching National Standards and to direct programmes and resources towards accelerating the progress of targeted students.

Effective systems are in place for monitoring and tracking the progress and achievement of students. These systems enable teachers to respond quickly to emerging learning needs and to maintain the focus on accelerated progress. Teachers are aware that student movement between schools impacts negatively on achievement. They monitor the progress of all students who may be at risk to accelerate their progress where necessary. The impact of any intervention is carefully evaluated and good structures are in place to target students who are most in need.

Reports to parents clearly identify student progress and achievement against the National Standards and against curriculum levels. Parents and whānau are supported to ask questions about their child’s progress and achievement. The partnership between parents and the school is evident in the shared commitment of parents and teachers to supporting all students to succeed.

The board of trustees makes effective use of the analysed achievement information provided by school leaders, including reports on the progress of students who are receiving learning support. Charter targets are appropriately focused on accelerating the progress of those students who are not meeting National Standards. Trustees make resourcing decisions based on this information and evaluate the impacts of programmes designed to improve outcomes for students.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

Redoubt North School offers a broad inclusive curriculum that is highly effective in promoting and supporting student engagement, progress and achievement. The school’s curriculum is aligned to The New Zealand Curriculum and demonstrates a commitment to the languages, cultures and identities of all students. Learning contexts reflect students’ Pacific heritages and teachers make good use of the cultural knowledge that children bring into the school.

Values and key competencies that reflect the school’s philosophy are evident in teaching and learning programmes. Students form mutually respectful relationships with teachers. An emphasis on supporting all students to do their best makes the school a positive learning environment for children and adults. Children with special learning needs receive carefully targeted support.

Teachers plan varied and interesting programmes that help students to develop their academic, cultural and physical skills. Students engage in well developed literacy and numeracy programmes that are integrated in purposeful ways across the curriculum. Specialist teachers provide support and enrichment programmes in literacy, mathematics, English language learning, physical education and the arts.

Teachers work collegially, using each other’s strengths to good effect. The findings of systematic school-wide curriculum review are used to inform programme planning and professional learning. Senior leaders have identified that a next step in further developing the school curriculum is to broaden students’ view of the world by using information and communication technologies to explore future-focused learning.

How effectively does the school promote educational success for Māori, as Māori?

Māori students comprise 23% of the roll. The school values and supports the learning of Māori students and acknowledges the wishes and aspirations of their whānau and community.

Classrooms reflect aspects of Māori language and culture, and tuakana-teina relationships are evident across the school. Teachers know their Māori students well and monitor their progress and achievement closely.

Māori students are proud of their culture and identify themselves as successful learners. Classroom programmes build Māori students’ confidence and competence in te reo and tikanga Māori. Māori students take leadership roles in the school and support their classmates and teachers to use te reo Māori. Strong and mutually beneficial relationships between the school and parents and whānau are evident.

4 Sustainable Performance

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

Redoubt North School is very well placed to sustain and further improve its performance.

The governance and management of the school is highly effective. The knowledgeable board understands its governance role well. Trustees plan strategically in response to the high quality information that they receive from school leaders. The board of trustees, principal and staff work with a common purpose. Trustees value staff and provide well for their ongoing professional learning and development.

Self review is integral to the effective functioning of the school. The board and school leaders use review information to determine areas of focus and development in the school and to monitor the progress and success of initiatives already in place.

School leadership is very effective. The experienced principal and supportive leadership team work collaboratively to foster strong relationships in the school. Senior leaders mentor and support teachers, actively developing leadership at all levels of the school. The board and school leaders value the school’s strong and mutually beneficial relationships with the local community.

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.

When is ERO likely to review the school again?

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

Dale Bailey

National Manager Review Services Northern Region

21 June 2013

About the School


Manukau, Auckland

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Boys 52% Girls 48%

Ethnic composition


NZ European/Pākehā



South East Asian

Cook Island Māori

















Review team on site

May 2013

Date of this report

21 June 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

May 2010

December 2007

December 2004