Randwick Park School

School Evaluation 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.

Context

Randwick Park School is located in Manurewa, South Auckland and provides education for students in Years 1 to 8. The school’s vision is for all Randwick Park learners to succeed in an evolving world. This vision is underpinned by the core value of respect that includes the learner, school community, learning and the environment.

There are three parts to this report.

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.

Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.

Part C: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Previous Improvement Goals

Since the previous ERO report of September 2022, ERO and the school worked together to evaluate how well conditions contributed to developing learner dispositions (how students engage in and relate to the learning process) and agency (students taking responsibility for their learning) to impact positively on student achievement. 

Expected Improvements and Findings

The school expected to see:

Students becoming responsible, self-managing individuals who demonstrate agency in their learning to increase their achievement and experience success.

• More students now achieve at and above expected curriculum levels in mathematics; achievement levels for students in reading and writing have been sustained.
• Students are increasingly aware of their roles and responsibilities within collaborative learning environments and as independent learners.
• Students regularly set and review goals in partnership with their parents and teachers.

Students will be effectively supported through teachers’ consistent use of teaching strategies and practices that promote equitable and excellent learner outcomes.

• Learner outcomes are becoming increasingly equitable and excellent; teachers continue to focus on the consistent use of teaching strategies and practices.
• Good schoolwide systems and processes continue to support teachers to analyse student progress and achievement data and inquire into their impact on learner outcomes.

Other Findings

During the course of the evaluation, leadership and the board undertook a detailed review of the school’s strategic planning in consultation with staff and the school community. This resulted in a refreshed strategic plan that now clearly informs school improvement. The evaluation also led to a shared language around learner dispositions and the development of a refreshed Randwick Park School Learner Profile.

The greatest shift that occurred in response to the school’s action is the review and refinement of the schoolwide inquiry process. This has made teaching and learning increasingly relevant and meaningful for all learners, responding to their diverse cultures, interests and needs.

Part B: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing

• The large majority of learners achieve at or above expected curriculum levels in reading, writing and mathematics.
• Māori learners attending over time achieve higher than all students, particularly in reading and writing; however, overall achievement information shows that Māori learners achieve lower than non-Māori in reading, writing and mathematics.
• Learners express a strong sense of belonging and pride in their school; they are confident in their identities, languages and cultures.
• The majority of learners attend school regularly; the school is yet to meet the Ministry of Education’s target for regular attendance. 

Conditions to support learner success

• Leaders regularly gather relevant feedback and ideas from students, staff, parents and whānau and use this information appropriately to inform decision making and strategic planning.
• Leadership continually prioritises the improvement of student learning and outcomes through strategic planning; tailored resourcing enables targeted initiatives to be implemented that extends positive outcomes for learners.
• Well-considered staff professional development is targeted, planned and implemented for improving learner outcomes.

• Students experience calm and inclusive learning environments where mutual respect between learners and teachers supports high engagement in learning activities.
• Teachers increasingly implement meaningful and integrated curriculum programmes through a schoolwide inquiry process that builds on learners’ experiences, knowledge and understanding.
• Teachers use a range of responsive teaching strategies that enable learners to make progress in their learning, including those with additional learning and wellbeing needs.

• The board and leadership together, regularly review evidence about learner progress and achievement to inform strategic priorities.
• A strong schoolwide culture of care for learners contributes to positive relationships that support their wellbeing.
• Parents and whānau, as key partners in their child’s learning, actively participate in the life of the school.
• Teachers systematically and collaboratively reflect on and adapt their practice to improve teaching and learning and positively impact learner outcomes.

Part C: Where to next?

The agreed next steps for the school are to:

• extend the range of initiatives used to increase the regular attendance of all students
• continue to strengthen effective teaching, learning and assessment practices to raise student achievement in reading, writing and mathematics
• embed the Randwick Park School Learner Profile to reflect student, parent and whānau aspirations, supporting students to have increased responsibility in their learning.

The agreed actions for the next improvement cycle and timeframes are as follows.

Every six months:

• review the impact of initiatives to improve students’ regular attendance and identify future action
• continue to provide professional learning opportunities that strengthen teachers’ understanding and use of highly effective teaching, learning and assessment practices
• monitor and review the implementation of the learner profile framework for consistency and impact on students’ involvement in their learning

Annually:

• review and report to the board on student attendance, progress and achievement information to support ongoing strategic decision making for improvement
• evaluate the impact of teaching, learning and assessment practices on students’ engagement, progress and achievement and use this to inform next steps.

Actions taken against these next steps are expected to result in:

• improved regular student attendance
• continued progress in student achievement for reading, writing and mathematics
• confident learners that actively participate in the learning process and take responsibility for their learning.

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

Shelley Booysen
Director of Schools

3 December 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