Redhill School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 13 months of the Education Review Office and Redhill School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context

Redhill School is in Papakura and caters for learners in Years 1-8.  The school’s vision is ‘whatu (to weave) the school values, expectations and qualities within the wairua’ (spirit of our students) through Taha tinana (physical health), Taha wairua (spiritual health), Taha whānau (family health) and Taha hinengaro (mental health).

Redhill School’s strategic priorities for improving outcomes for learners are:

• enabling a culture of community learning
• delivering a responsive curriculum with a lens on relationship-based learning
• sustaining a safe and durable learning community.

You can find a copy of the school’s strategic and annual plan on Redhill School’s website.

ERO and the school are working together to evaluate how well the school and community are working together for the improved wellbeing, progress and achievement of all ākonga.

The rationale for selecting this evaluation is:

• to build on and refine strategic planning practices that realise the school’s vision and values
• to strengthen stewardship processes for effective decision making and resourcing
• the school has a goal for parents to be actively involved in school decision making through effective board and school community consultation.

The school expects to see:

• strategic priorities and decision making informed by the perspectives of ākonga, parents, whānau and community 
• stewardship planning and resourcing for improved wellbeing, progress and achievement of all ākonga
• strengthened learning-focused partnerships with families, whānau and community.

Strengths

The school can draw from the following strengths to support its goal to evaluate how well the school and community are working together for the improved wellbeing, progress and achievement of all ākonga.

• the school implements well considered wellbeing approaches and learners express a strong sense of belonging and confidence in their identity, language and culture
• teachers and leaders use relevant and useful assessment data to engage in collaborative and thoughtful evidence-informed conversations
• teacher professional learning and development refines and supports teaching effectiveness and improved ākonga outcomes.

Where to next?

Moving forward, the school will prioritise:

• shared understandings of stakeholder roles and responsibilities in strategic planning processes
• the use of ākonga wellbeing, progress and achievement information to identify school priorities and targets
• strengthening stewardship decision-making and resourcing for equitable and excellent outcomes for all ākonga.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years. 

Shelley Booysen
Director of Schools

16 February 2024 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home