Randwick School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 112
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 59 Randwick Road, Moera, Lower Hutt
- Territorial authority
- Lower Hutt City
- Phone
- 04-5685621
- office@randwick.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- School day starts
- 8:55 am
8:55 am School Starts
- 8:55 am
- School day ends
- 3:00 pm
3:00 pm School finishes
- 3:00 pm
- Office hours
- 8:30 am to 3:15 pm Monday to Friday
8:30 am to 3:15 pm Monday to Friday. If you have any business with the office, please keep within these times.
- 8:30 am to 3:15 pm Monday to Friday
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- In their words
- When we walk through the school gates, we’re part of the Randwick whanau. As a whanau we show the school values in the classroom, playground and community.
- Whanaungatanga
- Relationships and communication
- Aroha
- Caring and showing respect
- Kaitiakitanga
- Protecting our people and places
- Akoranga
- Learning by ourselves, from others and together
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 30
- Māori
- 41
- Pacific
- 30
- Asian
- 39
- MELAA
- 12
- Other
- 1
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 7 | 4 | 5 | 1 | 0 | 4 | 0 | 15 |
| Year 02 | 4 | 4 | 4 | 1 | 0 | 2 | 0 | 12 |
| Year 03 | 7 | 7 | 4 | 1 | 0 | 3 | 0 | 15 |
| Year 04 | 5 | 3 | 3 | 0 | 2 | 5 | 0 | 13 |
| Year 05 | 7 | 3 | 1 | 3 | 0 | 4 | 0 | 13 |
| Year 06 | 7 | 2 | 4 | 2 | 0 | 3 | 0 | 13 |
| Year 07 | 4 | 2 | 3 | 2 | 0 | 4 | 0 | 11 |
| Year 08 | 5 | 5 | 6 | 1 | 1 | 3 | 0 | 19 |
| Total | 46 | 30 | 30 | 11 | 3 | 28 | 0 | 111 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 4 | 5 | 1 | 0 | 4 | 0 | 15 |
| Age 06 | 4 | 4 | 4 | 1 | 0 | 2 | 0 | 12 |
| Age 07 | 7 | 7 | 4 | 1 | 0 | 3 | 0 | 15 |
| Age 08 | 5 | 3 | 3 | 0 | 2 | 5 | 0 | 13 |
| Age 09 | 7 | 2 | 1 | 3 | 0 | 4 | 0 | 12 |
| Age 10 | 6 | 3 | 4 | 2 | 0 | 3 | 0 | 13 |
| Age 11 | 4 | 2 | 2 | 2 | 0 | 3 | 0 | 10 |
| Age 12 | 4 | 3 | 6 | 0 | 0 | 4 | 0 | 15 |
| Age 13 | 2 | 2 | 1 | 1 | 1 | 0 | 0 | 6 |
| Total | 46 | 30 | 30 | 11 | 3 | 28 | 0 | 111 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
145.9%
| Randwick School | 145.9% |
|---|---|
| Wellington Region | 24.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 67.5% |
|---|---|
| Male | 224% |
| Māori | 308.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 316.8% |
| Total | 145.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
32.8%
| Randwick School | 32.8% |
|---|---|
| Wellington Region | 2.6% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 65.9% |
| Māori | 71.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 138.8% |
| Total | 32.8% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
33.3%
| Randwick School | 33.3% |
|---|---|
| Wellington Region | 0.9% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 66.7% |
| Māori | 72.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 141.4% |
| Total | 33.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 504
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1929
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 4
- Last reviewed
- 8 December 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (14 December 2022)
A board assurance statement is the board’s own account of whether it took all reasonable steps to meet its legal obligations, on the date shown. It is not ERO’s finding. ERO reports separately, in the same report, on any non-compliance it identified during that process.
The board assurance report of 14 December 2022 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
What this report states about the school
As stated in ERO’s report of 8 December 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for students in Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 8 December 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
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.
How well are learners succeeding? Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well.
What is the quality of teaching and learning? The school is improving teaching and learning.
How well does the school curriculum respond to all learners needs? Learners have some opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain skills in foundational skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals.
How well does school planning and conditions support ongoing improvement? The school has not yet established appropriate plans, targets and conditions to support quality education for learners.
How well does the school include all learners and promote their engagement and wellbeing? The school is taking steps to improve learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school should improve its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.
Student Health and Safety The school board needs to ensure a physically and emotionally safe learning environment.
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.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%
Reading ERO was unable to verify the extent to which learners meet or exceed the expected curriculum level.
Writing ERO was unable to verify the extent to which learners meet or exceed the expected curriculum level.
Mathematics ERO was unable to verify the extent to which learners meet or exceed the expected curriculum level.
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
Read the full report on ero.govt.nz →
All 4 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).