St Michael's Catholic School (Remuera)

1 Context

What are the important features of this school that have an impact on student learning?

St Michael’s Catholic School (Remuera) is a Catholic integrated school for students from Years 1 to 6. An increasing number of students with different cultural backgrounds and languages attend the school. New students are supported to feel welcome and included in the daily life of the school.

The school is committed to its special character and Catholic values. Students’ learning is enhanced through the opportunities they have to be part of a wider parish community. The positive school culture is strongly grounded in the respectful and supportive relationships that exist between students and adults. Students learn in a family-like atmosphere where they know each other well. All students show high levels of interest and motivation.

There is a very collaborative approach to supporting students’ learning and wellbeing. The board, school leaders and teachers share a collective responsibility for all children. Students benefit from the help parents provide with learning programmes and the board provides additional resources to support students’ learning.

ERO’s 2010 report for St Michael’s identified many school strengths. Areas for improvement related to developing inquiry approaches to learning and strengthening the use of achievement data to better show the progress and achievement of groups of students over time. The school has made very good progress in these areas.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Teachers, senior leaders and trustees make very good use of student achievement information. The analysis and reporting of student achievement are collaborative processes, involving discussion of findings and shared decision making. Students’ progress and achievement are assessed regularly and their learning strengths and needs are identified effectively and promptly.

Achievement information gathered by the school shows that the majority of students achieve at or above the National Standards in reading, writing and mathematics. Māori and Pacific learners achieve as well as other students and excel in some areas. Charter targets are appropriately focused on students at risk of not achieving. The school provides extensive resourcing and support for these students and, as a result, many make accelerated progress. Targets for other groups of students could now be set to promote further accelerated learning.

Students use achievement information to set learning goals with the support of their teachers and parents. Student led conferences encourage students to take ownership of their learning and help strengthen partnerships between parents and teachers.

Teachers have high expectations for students and use achievement information effectively to differentiate classroom learning programmes. They use outcomes for students to purposefully inquire into the effectiveness of their teaching practice. The school is an active learning community.

A wide range of information about student learning across the curriculum is considered when making judgements in relation to National Standards for reading, writing and mathematics. The school could now consider ways to report student progress and achievement in other curriculum learning areas. ERO and school leaders agree that written reports to parents could be refined to ensure plain language reporting in relation to the National Standards is consistent across the school.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum effectively promotes and supports students’ learning. The holistic curriculum engages students in well planned and purposeful learning based on the vision and principles of The New Zealand Curriculum. A range of leadership, sports and cultural opportunities enrich curriculum provisions. A focus on caring for the environment is evident in specific learning programmes and across the school in general.

The school’s Catholic and St Mary McKillop values are central to all aspects of school life. Inclusive, welcoming relationships are established as children and their families’ transition into the school. School leaders plan to strengthen the effectiveness of the transition to school programme through discussions between the school and local early childhood centres.

Positive relationships between teachers and students contribute to high levels of student engagement in learning. Students benefit from very good quality teaching and learning programmes that are responsive to their needs and interests. Students are supported to learn by vibrant, well resourced and print-rich classrooms. ICT is increasingly used as a tool to promote learning. School leaders and teachers are initiating ways to recognise and respond to the prior knowledge of Pacific and all students.

Students are increasingly involved in decisions about what and how they learn. Teachers use effective questioning to promote students’ thinking. Consolidating and embedding inquiry learning approaches could further support the school’s aim of fostering self-managing learners.

Teachers have high expectations for students and their learning. Students have benefited from teachers’ participation in purposeful professional learning. This learning has helped teachers to reflect, evaluate and improve their teaching practice.

How effectively does the school promote educational success for Māori, as Māori?

At the time of the review, a small number of Māori students were enrolled at the school. Teachers, school leaders and trustees are committed to promoting educational success for Māori students, as Maori. The religious education programme includes Māori perspectives and language. An external facilitator provides a fortnightly programme of te reo me ngā tikanga Māori for all students. A recently established kapa haka group contributes to student knowledge and understandings of Māori language and culture.

School leaders agree that they could now develop an education plan to reflect the school’s commitment to bicultural approaches and the dual heritage of Aotearoa New Zealand. Ministry of Education documents could be used as resources to develop this plan and to improve the inclusion of Te Ao Māori in students’ day-to-day learning.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to sustain and improve its performance. The school charter and vision statement provide clear direction and guide the implementation of school priorities. The board is made up of new and experienced trustees who have a good understanding of effective governance. They base their decisions on what will best support students’ learning.

The principal’s collaborative leadership promotes a cohesive school culture. Very positive relationships exist between trustees, the principal and teachers. School leaders value parent input and are responsive to suggestions. An active parent group contributes to an affirming and inclusive school-wide tone in the school.

Targeted professional development increases teachers’ expertise and supports positive outcomes for students. Performance management systems encourage teachers to reflect on how teaching practices are benefitting students. ERO and school leaders agree that evaluation of teachers' professional goals will strengthen the appraisal process.

Aspects of effective review are evident through community consultation and surveys, and the review of policies and procedures. In order to sustain school improvements the board of trustees could now further enhance the school’s good quality self-review systems. Evaluating and documenting the impact of curriculum programmes and school goals on students' learning could support progress over time and inform future reviews.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

• board administration
• curriculum
• management of health, safety and welfare
• personnel management
• financial management
• asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

• emotional safety of students (including prevention of bullying and sexual harassment)
• physical safety of students
• teacher registration
• processes for appointing staff
• stand-downs, suspensions, expulsions and exclusions
• attendance.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in three years.

Dale Bailey

National Manager Review Services Northern Region

12 February 2014

About the School