Redoubt North School

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Education institution number:
1460
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
621
Telephone:
Address:

Diorella Drive, Manukau Central, Auckland

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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

Location

Manukau

Ministry of Education profile number

1460

School type

Full primary (Years 1 to 8)

School roll

689

Gender composition

Boys 52% Girls 48%

Ethnic composition

Māori

Pākehā

Samoan

Indian

Southeast Asian

Tongan

Cook Island Māori

Fijian

Chinese

Niuean

other Pacific

other Asian

19%

5%

26%

10%

10%

9%

8%

4%

3%

3%

2%

1%

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

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

Location

Manukau, Auckland

Ministry of Education profile number

1460

School type

Full Primary (Years 1 to 8)

School roll

649

Gender composition

Boys 52% Girls 48%

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Indian

South East Asian

Cook Island Māori

Tongan

Niue

Fijian

Chinese

Other

23%

2%

27%

10%

9%

7%

6%

5%

4%

3%

4%

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