Randwick School Documentation

 

 

ERO Reports

Excerpts from the September 2017 report:

• The school’s vision is “to empower great students who love learning”. The valued outcomes are for students to interact and learn through the dispositions and values of confidence, relationships, love of learning, can do attitude, identity, communication and responsibility.
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• Since the 2014 ERO review, teachers have been involved in professional learning and development in school priority areas of writing, growing student agency and teaching as inquiry. Leaders have attended an ERO internal evaluation workshop.
   
• The school has established appropriate processes and strategies to more effectively improve student achievement and promote equitable and excellent outcomes.
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• Reported achievement shows that from 2014 to 2016 a small majority of students achieved well in expected levels of reading, writing and mathematics. There was an overall improvement in reading in 2016.
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• End of year achievement data shows that the majority of those Māori and other students identified as priority learners at the start of the year have made accelerated progress. Many of these students are on track to achieve their goals by the end of Year 8.
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• The breadth and depth of the curriculum supports students to have opportunities that promote their learning and to experience success. The school has made significant progress in developing and articulating the Randwick curriculum to be inclusive and increasingly responsive to their diverse groups of learners. This is evident through an increased focus on mātauranga Māori, bicultural and multicultural perspectives, digital technologies and the use of local contexts and resources. Student voice is valued.
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• Enhanced teaching and learning approaches better meet the needs of those students whose progress and achievement need acceleration, including:

1. A sound process that suitably tracks, monitors and reports on the progress of these students at regular team meetings
2. Collaborative approaches to inquiring into practice and planning and assessment to respond to the needs of individuals and groups of students
3. Gathering, analysing and using a range of assessment information to inform decision making
4. Moderation practices that support dependable judgements in relation to student achievement information.

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• The purposeful environment promotes students’ wellbeing, sense of identity, belonging and engagement in their learning. Relationships among students and teachers are positive and respectful.
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• Key strengths of the school ​

1. The strong culture of collaboration that promotes high expectations for teaching and learning
2. The curriculum that guides teaching and learning and responds to the local context
3. The purposeful learning environment that promotes students’ wellbeing, sense of identity, belonging and engagement in their learning.

 

All policy and procedure documents are available on School Docs

 

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