Randwick School

School Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.

About the School

Randwick School provides education for students in Years 1 to 8. The school community includes a range of ethnicities; 45% of students identify as Māori, 20% as Asian, 17% of Pacific descent and 3% New Zealand European/ Pākehā. The school’s vision ‘To Nurture the Mana of Our Tamariki’ is supported by the school values of whanaungatanga/relationships and communication, aroha/caring and showing respect, kaitiakitanga/protecting our people and places, and akoranga/learning by ourselves, from others and together.

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

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

Improvement and progress

This section is about the progress the school has made since the December 2022 ERO report. It includes an explanation of the expected improvements and findings.

The school evaluated the impact of the integration of the Te Ara Whakamana programme into the Randwick School’s local curriculum.

Expected improvements

Leaders expected  staff to develop their pronunciation and understanding of te reo Māori me ona tikanga and tikanga Māori. This was expected to support student learning through the enhancement delivery of the local curriculum as well as the development of a shared understanding of Te Ara Whakamana principles and practices among staff and whānau. The school focused on the implementation of key strategies into teaching and learning programmes throughout Randwick School to further support student learning and wellbeing.

Findings

The school has made limited progress in these areas. 

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.

Achievement in Years 0 to 8

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

• The small majority of students attend school regularly.
• The school is behind the target of 80% regular attendance.
• The school is yet to have a suitable plan to improve attendance.
• Regular attendance is not yet improving towards or beyond the target.
• Chronic absence is reducing over time.

Assessment

This section is about how the school assesses learner progress and achievement.

• The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
• Teachers should improve their use of assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

This section is about how well the school supports all learners to make sufficient progress.

• The school does not have good quality planning to increase the rate of progress for all groups of students.
• The school has not improved achievement and progress for those learners most at risk of not achieving since the previous review.
• The school has not extended achievement and progress for learners working at or above curriculum levels since the previous review.
• The school is not making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.

Support 

During the course of this review ERO had concerns about the quality of education being provided and made recommendations for support and/or intervention to the Secretary / Ministry of Education.

Next steps for improvement

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.

Areas of Strength

• Positive relationships exist between teachers and students.
• School values are well known and understood by students.
• The school is focused on implementing structured literacy across all year levels.
• The school affirms, values and caters for students with additional learning needs. These students’ sense of wellbeing, identity and belonging is supported by a range of initiatives.

Key priorities

• Develop an action plan with clear timeframes and accountabilities to address the areas for improvement in this report.
• Ensure that the Randwick School Board and leaders implement policies and procedures that meet statutory obligations and guide school operations.
• Improve the quality of teaching to accelerate student achievement in reading, writing and mathematics.
• Develop and implement consistent schoolwide assessment practices.
• Improve the use of assessment information as the foundation for planning and teaching and reporting.
• Improve student attendance.

Actions to bring about improvement 

Within three months:

• leaders and the Board prioritise health and safety systems and processes and urgently address outstanding areas of non-compliance as identified in this report
• leaders and teachers strengthen student assessment practices and moderation of data to ensure it guides teacher planning and focusses on accelerated progress
• leaders and the school Board develop an attendance plan, including systems and processes for monitoring to increase the rate of regular attendance

Within six months:

• leaders review and report on the current state of schoolwide teaching and learning in literacy and mathematics in relation to how well it is enabling students’ progress and achievement
• leaders and teachers implement more of the new school curriculum, assessment expectations and reporting requirements

Every six months:

• leaders review and regularly report on the progress with implementing the school’s action plan in relation to addressing the areas for improvement in the ERO report
• leaders and teachers refine schoolwide teaching and learning in literacy and mathematics to promote ongoing student engagement, progress and achievement
• leaders and teachers analyse assessment information to plan learning initiatives and interventions to improve learning outcomes and identify next steps
• the School Board and leaders review the attendance plan to identify effective initiatives and plan actions for ongoing improvement

Annually:

• the school Board and leaders review the impact of the action plan as a basis for annual planning and supporting actions and accountabilities, identify areas for further improvement and share with the school community
• leaders and teachers analyse the impact of evidenced-based teaching and engagement strategies, including interventions to accelerate progress and achievement to improve structured literacy and mathematics programmes
• the School Board and leaders review student progress and achievement attendance patterns and trends, in order to identify and plan priority actions.

Expected outcomes 

• School leadership and planning are enhanced to drive improvements in students’ progress and achievement in literacy and mathematics.
• Robust systems and processes are embedded to ensure statutory requirements for school operations are consistently met.
• Teaching programmes are strengthened through evidence-based approaches in teacher planning, assessment, and teaching and learning strategies.
• Attendance levels increase to meet the Government’s target for regular attendance.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students. 

Board Assurance with Regulatory and Legislative Requirements

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.

During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Actions for Compliance 

ERO has identified the following areas of non-compliance during the board assurance process:

• ensure that persons without a current practicing certificate or limited authority to teach (LAT) are not appointed to a teaching position
  [Section 92(2) of the Education and Training Act 2020: Restrictions on appointment of teachers; Section 93(1) of the Education and Training Act 2020: Restrictions on continued employment of teachers]
• ensure that the school accurately records and reports the use of physical restraint to the Ministry of Education
  [Sections 99, 100 and 101 of the Education and Training Act 2020: limits, rules and use of physical restraint and behaviour management at registered schools; Ministry of Education (Physical Restraint) Rules 2023]
• ensure that robust Education Outside the Classroom (EOTC) school systems, including policy and procedures include risk assessments and records of board sign-off of high-risk activities and trips 
  [Health and Safety at Work Act 2015; Education Outside the Classroom (Ministry of Education)]
• ensure the school’s child protection policy is implemented with fidelity with clear staff roles and responsibilities that are supported by regular child protection training
  [Sections 18 and 19 of the Children’s Act 2014: School boards’ child protection policies]
• ensure that a satisfactory safety checking process occurs for persons employed by the board, including sufficient records of identity confirmation, police vetting and a record of completed risk assessment 
  [Sections 25, 26 and 27 of the Children’s Act 2014: Safety checks of children’s workers]
• ensure that the board monitors and receives regular information about the number of students stood down, suspended or excluded
  [Section 127(1) and (2) Education and Training Act 2020]
• ensure that school systems and processes are implemented for recording, analysing and reporting of accidents and hazards, and reported to the board 
  [Health and Safety at Work Act 2015]
• ensure that the board maintains adequate board meeting minutes and records, including in-committee meetings that are documented and appropriately stored 
  [Local Government Official Information and Meetings Act 1987]
• ensure that the board has a suitable process for the management of complaints, including a policy, monitoring for timely resolution, self-review and recordkeeping
  [Good complaints handling by school boards (Ombudsman website)].

The Board is yet to address the areas of non-compliance identified.

Provision for International Students 

This section is about the quality of the provision of education for international students enrolled at the school.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school  has attested that it complies with all aspects of the Code.

No international students were enrolled at the time of the ERO review.

Recommendation to the Ministry of Education

ERO recommends that the Secretary for Education/Ministry of Education consider intervention for a limited statutory manager as listed in section 180 of the Education and Training Act 2020 in order to bring about the following improvements:

• leadership for school improvement and evaluation
• action planning with clear timeframes and accountabilities to address the key issues in this report
• comprehensive assessment practices to drive teaching and learning programmes for improved student outcomes
• implementation of policies, systems and procedures that support effective governance and management of the school
• professional development supported by a professional growth cycle to improve teaching and learning
• increase regular attendance and reduce chronic absences through targeted planning, actions and monitoring. 

The next public report on ERO’s website will be a School Report and is due within four years.

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children

Sharon Kelly
Director of Schools

8 December 2025