Redwood School (Tawa) - 18/04/2017


Redwood School caters for students in Years 1 to 6. Students attending the school come from a range of ethnic backgrounds, with 11% identifying as Māori, 5% as Pacific and 17% as Asian.

Since the 2014 ERO review, new trustees have been elected and there have been some staff changes. Additional opportunities for leadership have been created with the appointment of three new syndicate leaders. Professional learning and development (PLD) for teachers in ‘Inquiry Learning’ and in ‘Learning through Play’ reflects the school’s future focus. In 2015 the school participated in the Accelerating Learning in Mathematics (ALiM) programme and 2017 is the third year where a kaiako is supporting the teaching and speaking of te reo Māori throughout the school.

How well is the school achieving equitable outcomes for all children?

Most students are achieving at or above the National Standards in reading, writing and mathematics. Māori students are achieving as well as their peers. In 2016, the majority of students achieving below the National Standards in reading and writing were boys. A similar achievement trend has been evident over the last four years. Robust moderation practices ensure greater dependability of National Standards’ information.

A useful schoolwide process is in place to help teachers identify and plan for students who are at risk of underachievement. Teachers are collaborative and prioritise learning through meaningful experiences.

Aligning the school’s vision and plans with an unrelenting focus on accelerating the progress of children not achieving the National Standards, and making better use of internal evaluation should assist the school to further promote equity and excellence.

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

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

Equity and excellence

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

The school continues to develop its effectiveness in responding to all children, including Māori, whose learning and achievement needs acceleration.

Since the 2014 ERO review, schoolwide achievement information has shown that most students achieve at or above National Standards in reading, writing and mathematics. Data shows that there is no disparity between Māori students’ achievement and that of their peers. Pacific students’ reading achievement has improved over time. The achievement of some Pacific students in writing will be targeted for acceleration in 2017.

In 2016 nearly all of the students achieving below National Standards in reading and writing were boys. Twenty five percent of boys were below in writing.

There is evidence to show that the progress of some students was accelerated during 2016. School data has yet to be analysed to show the rate of accelerated progress over time for those Māori, Pacific, English Language Learners and others who were achieving below the National Standards.

Assessment and moderation practices are well considered and provide the board, school leadership and teachers with a dependable picture of achievement across the school. Students are regularly assessed using appropriate informal and standardised tools. Data from assessments is used to track achievement, inform teaching and report to families and to the board.

The school’s valued outcomes are to encourage students to be respectful, responsible, engaged, empowered and driven life-long learners.

School conditions supporting equity and excellence

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

The school has developed some effective processes to support the achievement of equity and excellence.

In‘Learning through Play’ in Years 1 and 2 and ‘Inquiry Learning’ in Years 3 to 6 the school is prioritising learning through meaningful experiences. Students are beginning to make decisions about and take more responsibility for their learning. Classrooms are welcoming, settled environments and interactions are respectful.

A useful schoolwide process is in place to help teachers identify and plan for students who are at risk of underachievement. Teachers are collaborative and support each other in their syndicate teams. They identify learning needs from achievement information and explore teaching practices that will promote improvement. Teachers know their students well and develop learning centred partnerships with parents.

School leaders promote good practice and actively support teachers through role modelling and mentoring. There has been some focus on specific teaching to accelerate progress in reading and mathematics.

Teachers regularly reflect on their practice. The school’s appraisal process supports teachers’ professional growth. Prioritising of PLD in te reo me ngā tikanga Māori is being progressed schoolwide.

The board regularly receives and discusses schoolwide achievement information with the principal and leadership team. Trustees make resourcing decisions to support and target student learning and achievement.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

Some school processes need further development to achieve and sustain equity and excellence.

The school’s vision, strategic and annual targets should be more clearly focused on raising and accelerating the achievement of students not yet reaching National Standards. Aligning the vision and targets, so that teacher inquiry is evidence based and deliberately focused on the acceleration of student achievement will strengthen this process.

Strategic and annual achievement targets should be more specific and include success indicators to assist the evaluation of the effectiveness of schoolwide development.

Senior leaders have identified the need to build collective capability in evaluation and inquiry for sustained improvement. Scrutinising the achievement data schoolwide and in syndicate teams should enable leaders and teachers to more easily see and address patterns and trends of underachievement.

The new curriculum has yet to be fully developed to include te ao Māori, local legends and stories, culture and identity, in consultation with whānau Māori.

School leaders are aware of the importance of strengthening learning-centred partnerships with families, including those whose children’s learning requires acceleration.

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

  • 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.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • align the school’s vision, strategic and annual targets to the acceleration of students below National Standards

  • build consistency and collective capacity in evaluation and inquiry

  • further develop the curriculum to include te ao Māori in consultation with whānau Māori

  • continue to strengthen learning partnerships with families.

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

Joyce Gebbie

Deputy Chief Review Officer Central

18 April 2017

About the school 



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Boys 51%, Girls 49%

Ethnic composition

Māori 11% Pacific 5% Asian 17% Pākehā 60%

Other ethnic groups 7%

Provision of Māori medium education


Review team on site

February 2017

Date of this report

18 April 2017

Most recent ERO report(s)

Education Review, May 2014

Education Review, April 2011

Education Review, February 2008