Randwick Park School

Randwick Park School - 06/07/2020

School Context

Randwick Park School caters for children in Years 1 to 8. The school is culturally diverse with a roll of 662 children, of which 22 percent are of Māori descent, 49 percent have Pacific heritage, and of these 26 percent are Samoan. Increasing numbers of students speak languages other than English when they enrol at school. Ngā Mānukura, the Māori bilingual unit, consists of three classes for students from Years 1 to 8. The school experiences high numbers of students that come to the school or leave during the year.

School documentation states that hauora is the foundation of all learning at Randwick Park School. Four key principles: tana tina, taha hinengaro, taha whānau and taha wairua, promote partnership with the community. The school values are: Respect, Integrity, Excellence, Resilience and Positivity.

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

  • student achievement in reading writing and mathematics
  • initiatives and progress in curriculum areas
  • student wellbeing.

Randwick Park School is part of the Alfriston Kāhui Ako.

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?

The school is working towards achieving equitable and excellent outcomes for its students. Leaders have clear data to show that most children are achieving the school’s valued outcomes.

Leaders and teachers have been exploring ways to lift overall achievement. They acknowledge further work in this area is a priority. The school collects a range of data that shows ongoing trends and patterns of variable outcomes in terms of achievement, progress and acceleration for some children. Longitudinal school data show that some of the learners leave school at the end of Year 8 not achieving to national curriculum expectations. School leaders have identified potential factors as to why student progress has not been accelerated in a sustained or consistent way over recent years.

Māori students are not yet achieving at expected levels. Māori students in Ngā Mānukura bilingual classes are achieving better outcomes than Māori students in mainstream classes.

The school’s other valued outcomes are known as ‘He Kākano, The Seed’. These reflect the New Zealand Curriculum (NZC) and include relating to others, thinking, managing self, participating and contributing. Students achieve very well in relation to these outcomes. Senior leaders are continuing to refine and build ways of promoting these competencies.

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

The school has evidence of accelerated progress for some Māori, Pacific and other students who need this. School data shows disparity between the achievement of Māori, Pacific and other learners in reading, writing and mathematics.

Leaders and teachers collect detailed achievement data. The use of this data for improving student learning requires further refinement. Teachers identify target students, inquire into their learning needs and respond with teaching strategies and resources. New initiatives and intervention programmes have been used to ensure acceleration of progress is being sustained over time and the disparity identified is reduced. These interventions will be further evaluated to measure their impact on acceleration of all students’ learning.

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?

The school environment provides accessible and well organised learning areas. The curriculum offers a range of opportunities for children to engage in learning. Teachers make good use of digital tools to support children to access the curriculum and engage in learning. Tuakana/teina practices are promoted in classrooms. Students, including those with additional learning needs, learn alongside their peers and are well supported by teacher aides.

Ngā Mānukura, the three bilingual classes, provide te reo and English teaching programmes working from the New Zealand Curriculum, with Te Reo at Level 3. There is an intention to progress to Level 4 and to work from Te Marautanga, Te Reo Māori Curriculum. The unit is well supported by parents and whānau.

A Year 7 and 8 ‘Sports Academy’ class enables those students with special ability and interest in sport to access the curriculum through the lens of sport. The school is developing this learning pathway at Years 5 and 6 to meet the needs of younger learners. Students in Years 7 and 8 participate in technology learning opportunities from within the school and in specialised facilities.

In 2014 the school started inquiring into a Reggio Emilia approach to learning. School leaders believe this approach influences the design and delivery of a more child-led, localised and responsive curriculum. Leaders and teachers have participated in professional development nationally and internationally and they are committed to delivering an integrated curriculum through the Reggio Emilia approach.

Teachers and senior leaders have strong partnerships with parents/whānau and the wider school community. The special needs coordinator leads a wellbeing team that liaises with whānau/families and external agencies. These relationships increase learning opportunities that promote student wellbeing.

The teacher appraisal system is growing teachers’ capacity to inquire into the effectiveness of their professional practice. The school has recently introduced a new student management system that is supporting improved data analysis to inform teaching practice.

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

Leaders and teachers are developing systematic internal evaluation processes around the sense making of their achievement data. Trends and patterns in student achievement and progress data require further in-depth analysis and evaluation to reduce identified disparity and improve student achievement. The new student management system should support these improvements.

The school experiences high turnover of students during each year. Leaders and teachers are reviewing their monitoring and assessment systems for these students to track their progress and achievement.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Randwick Park School’s performance in achieving valued outcomes for its students is: Developing.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

5 Going forward

Key strengths of the school

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

  • strong community relationships with a commitment to the school environment
  • an active and supportive board
  • a range of learning opportunities and experiences available for students
  • support for the student wellbeing
  • culturally inclusive practices
  • Nga Mānukura bilingual classes.

Next steps

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

  • refine analysis of the wide range of data collected with a focus on reducing disparity and accelerating student achievement

  • build the capacity of trustees, leaders and teachers to use internal evaluation to determine the impact of interventions, programmes and practices on outcomes for students.

ERO recommends that the Ministry of Education consider working with the school by providing a Student Achievement Function Practitioner (SAF).

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

6 July 2020

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Randwick Park School - 12/11/2015


Students at Randwick Park School benefit from its ongoing focus on responsive, equitable opportunities for all students. Teachers place high value on students being respectful and responsible. Students experience a wide variety of learning opportunities within a positive school climate. Teachers know and cater well for individual students’ wellbeing and learning needs.  

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

1 Context

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

Randwick Park School is located in Manurewa, South Auckland. It caters for students from Years 1 to Year 8. It has recently begun delivering the full technology component of The New Zealand Curriculum (NZC) for its senior students. The school values its parent/whānau relationships and its increasingly strong connections to its community.

The school roll is multicultural with 44 percent of students identifying as having Pacific nation heritage; mainly Samoan, Tongan and Cook Island Māori. The roll also includes 28 percent of students who identify as Māori, and a further 11 percent who are of Indian descent. The school offers bilingual tuition in Te Whānau o Tuinga Kura. The kura consists of 3 classes and provides for students from Years 1 to Year 8. Many students begin school speaking a home language other than English.

The long-serving principal is ably supported by a leadership team of both experienced and newly appointed members. The leadership team includes two associate principals, an assistant principal and three team leaders, who work in accordance with a distributive leadership model. They support the school’s dedicated teaching staff.

The board has responded positively to most of the areas for review and development suggested in the school’s 2012 ERO report. Student awareness of their learning, strengths and next steps has been strengthened.

2 Learning

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

Randwick Park School leaders and teachers use achievement information very well to track and analyse the learning progress of students. They closely monitor and carefully analyse student achievement results. This information is appropriately used to inform school-wide goals and to identify groups of students requiring extra support to reach the National Standards.

School data shows that, overall, students are maintaining a steady level of achievement in reading and mathematics, with over 50 percent achieving at or above the National Standards. There has been an increase in the number of students achieving the National Standard in writing as a result of the school’s focus on teacher professional development in the teaching of writing skills.

School-wide achievement information shows Māori students reach similar achievement levels to other students. Girls achieve higher results in reading than boys, and overall student achievement is higher than average for schools of a similar nature.

School leaders use effective ways to determine the robustness of overall teacher judgements about student achievement. Teachers use a variety of appropriate assessment tools to measure student performance and moderate their results within teams and school-wide to ensure reliable and consistent judgements are made.

The board, principal and teachers show a collective responsibility towards raising the achievement of all students through the implementation of successful strategies. These include:

  • being proactive and responsive to student and family needs
  • employing a part time school counsellor
  • placing a focus on student attendance
  • implementing positive behaviour strategies and increasing opportunities for student selfmanagement.

These initiatives continue to support student progress and achievement. Students are well engaged and interested in learning. Teachers have expectations that each student will be a successful learner. They know students well, both academically and socially.

3 Curriculum

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

The school’s curriculum promotes and supports students’ learning very effectively. It is well aligned to the NZC and personalised to the school’s own context. The curriculum offers a broad range of learning opportunities for students.

The senior leadership team places an ongoing emphasis on ensuring that students gain a strong foundation of reading, writing and mathematics. They ensure, through the Special Educational Needs Coordinator, that support for students at risk with their learning is developed and sustained.

Teachers employ effective teaching practices. These include:

  • making good use of students’ achievement information and interests to plan for ongoing learning and to meet individual needs
  • offering many educational experiences outside of the school to help engage students in learning
  • the use of strategies to help increase student ownership of learning and achievement.

The board and principal have implemented a multitude of successful strategies to cater for the language diversity of students in the school. Student’s home languages are highly valued and encouraged at school.

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

The board and leaders are continuing to promote educational success for Māori as Māori and are proactive in inquiring into ways to enhance this. The principal and senior leaders have implemented a variety of initiatives to build closer relationships with whānau for the benefit of all Māori students in the school.

Te Whānau o Tuinga Kura (the unit) was opened in 2011 after consultation between whānau, the board and school leaders. The unit’s roll comprises 10 percent of all the school’s students or 37 percent of the school’s Māori roll. Students in the unit receive up to 50 percent of te reo Māori bilingual instruction. The school will continue to consult with whānau to ensure the level of te reo tuition meets the needs of students.

The school has useful ways of connecting with whānau of Māori students. It would be timely for the board and principal to consider:

  • documenting a vision and direction for bilingual education in the unit, including bilingual policies, plans and targets for Māori student success
  • further ways of gathering whānau aspirations for their tamariki to inform programme implementation
  • continuing to use the expertise within the unit to grow the knowledge of tikanga Māori amongst other staff.

These strategies will continue to extend and strengthen Māori students’ confidence in their identity, language and culture as tangata whenua of Aotearoa New Zealand.

4 Sustainable Performance

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

The school is well placed to sustain ongoing development and capability. The board implements appropriate strategies to develop a school where all students have equitable access to a responsive curriculum which strives for excellence. Trustees and teachers work collaboratively for the benefit of all students. Senior leaders ensure the board is well informed about all aspects of school operation. Student progress and achievement information is appropriately used to make useful strategic resourcing decisions to enhance and improve student learning.

The school continues to build relational trust with the community. This is positively reflected in stakeholder and staff surveys, as well as hui and fono meetings. Information gathered from these meetings direct the school’s priorities. Community groups are gaining confidence in working closely with the board and teachers to implement ways of maintaining and growing their own culture and identity within the school.

Good self-review processes are in place. Outcomes of self review inform charter goals and the progress of these goals is closely monitored. Useful appraisal processes are in place and close monitoring of their implementation helps to improve and embed practice.

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.


Students at Randwick Park School benefit from its ongoing focus on responsive, equitable opportunities for all students. Teachers place high value on students being respectful and responsible. Students experience a wide variety of learning opportunities within a positive school climate. Teachers know and cater well for individual students’ wellbeing and learning needs.

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

Graham Randell

Deputy Chief Review Officer Northern

12 November 2015

School Statistics


Randwick Park, Auckland

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Girls 51% Boys 49%

Ethnic composition





Cook Island Māori










Special Features

Te reo Māori Bilingual unit

Review team on site

September 2015

Date of this report

12 November 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

September 2012

August 2009

June 2006