St Therese School (Three Kings)

School Context

St Therese School (Three Kings) is a Catholic integrated school adjacent to the St Therese Catholic Church. The school provides programmes for learners from Years 1 to 8. More than 65 percent of students have Pacific heritage, with the largest groups being Tongan and Samoan. The roll also includes smaller numbers of African and Indian students, and others from diverse backgrounds.

St Therese School’s vision statement of “Growing learners prepared for the future” forms the foundation of the school’s strategic direction. The school’s mission statement is “To create passionate, lifelong learners, with strong faith, skills and knowledge to be successful members of their communities”. The vision and mission statements are underpinned by the school’s core values and principles of faith, knowledge, growth and community.

The school’s strategic goals prioritise the special Catholic character, growing students and teachers as learners, and improving families’ engagement with their children’s learning. Trustees, leaders and teachers have identified valued outcomes for students. These include having a strong growth mind-set, effective learner dispositions, and the capability to take ownership of their learning.

Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:

• outcomes related to the special Catholic character of the school
• student achievement and accelerated progress in reading, writing and mathematics
• progress towards achieving strategic targets
• learning support programmes for students with additional learning needs, including gifted and talented students
• engagement and student wellbeing.

Leaders and teachers have participated in professional learning in literacy and mathematics, as well as 21st century learning, growth mind-sets, habits of mind and student agency. Since the last 2014 ERO review, the school has had changes in personnel. The principal is now in her fifth year at the school. Three of the five teachers are new to the school this year.

St Therese School (Three Kings) is part of the Auckland Central Catholic Community of Schools | Kāhui Ako.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Leaders and teachers are focused on achieving equitable and excellent outcomes for all students.

School learning information over the last four years shows high levels of student achievement in reading and mathematics. A large majority of students achieve expected curriculum levels in writing. Analysed data identify specific groups of students by gender, year levels, and cultural groupings. Appropriate next steps are implemented and closely monitored to ensure that desired outcomes for students are achieved.

Leaders and teachers are focusing on, and successfully addressing, disparities in the achievement of Pacific students and boys. School systems, practices and personalised approaches have resulted in increasing parity for identified groups of students in key learning areas. Students with additional learning needs benefit from well-coordinated support.

Students achieve well in relation to other school valued outcomes. Students:

• develop dispositions for continued learning
• talk about what helps them to learn, and can make decisions about what and how they learn
• show pride in their identity, language and culture
• demonstrate the school’s values and the special Catholic character of the school.

1.2 How well is the school accelerating learning for those students who need this?

Leaders and teachers use effective strategies to accelerate learning for students who need it. They appropriately identify and target students who need additional support to accelerate their progress. Close tracking of students to monitor shifts in progress and acceleration is discussed regularly at staff and board meetings.

Teachers regularly participate in collaborative professional learning and share data about student progress and acceleration. Leaders and teachers use a wide variety of strategies, and modify their practices to accelerate student progress.

The board receives detailed information about student progress and achievement, and generously funds additional in-class and specialist support. Teachers build effective two-way relationships with parents and whānau to support their children’s learning.

These strategies promote increased rates of progress and accelerated learning.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

The school has many effective processes and practices that enable equity and excellence.

The school’s curriculum reflects the breadth and depth of the New Zealand Curriculum (NZC) and appropriately prioritises the special Catholic character as part of its local curriculum. Students participate and learn in caring, collaborative inclusive learning communities. The curriculum is adapted to ensure that it is accessible, and contributes to positive outcomes for all students.

Students have effective and equitable opportunities to learn. Teachers use culturally responsive practices that support student learning. They design learning experiences that make connections to learners’ lives and prior understandings. Students whose first language is not English are well supported to access learning.

Leaders have a strong focus on goals and targets to accelerate students’ learning. Careful monitoring and tracking of student progress is shared with teachers and trustees in a well-coordinated approach to accelerating progress. Effective allocation of resources is clearly aligned to the school’s vision, values, goals and targets. Leaders promote a supportive environment that is conducive to student learning and wellbeing.

Leaders build collective capacity. They provide relevant support for teachers to be reflective and adaptive practitioners. Internal and external expertise is used well to build teachers’ capability to improve student learning. Effective planning and implementation of the school’s curriculum is evident in teaching practice.

Parents, whānau, and the community are welcomed and involved in school activities as respected and valued partners in learning. Their aspirations for children contribute to the design of the school’s curriculum. Parents and whānau receive useful information and participate in learning opportunities that enable them to support their children’s learning.

The board actively represents and serves the school and its community. Trustees reflect the community’s diverse cultural backgrounds. They are committed to ensuring that they are effective in fulfilling their stewardship roles and responsibilities. Trustees work together with the school community to develop and refresh the school’s vision, values, strategic direction, goals and targets. They maintain relational trust and culturally responsive relationships with the school community. The board has a strong focus on student learning, wellbeing, achievement, and progress.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

The school continues to build on its current good evaluation capability. Leaders plan to increase their evaluation of the impact of teaching practices on student achievement, progress and acceleration, and on other valued student outcomes. This knowledge would help them to identify which strategies and practices are making the most difference for student equity and excellence.

3 Board Assurance on Legal Requirements

Before the review, the board 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 the following:

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

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

• emotional safety of students (including prevention of bullying and sexual harassment)
• physical safety of students
• teacher registration and certification
• processes for appointing staff
• stand down, suspension, expulsion and exclusion of students
• attendance
• school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of St Therese School (Three Kings) performance in achieving valued outcomes for its students is: Strong.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

• stewardship that is committed to equitable outcomes for all learners
• leadership that focuses on positive outcomes for all learners
• reciprocal learning-focused relationships with whnauā
• providing a responsive curriculum and effective opportunities for learning.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

• continuing to build on the school’s good evaluation capability
• continuing to embed current effective practices that are resulting in valued student outcomes.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

12 June 2019

About the school

Findings

St Therese School provides high quality, holistic and challenging education for all students, underpinned by the school’s Catholic character. The school's broad, rich and highly effective curriculum fosters students’ creativity, self confidence and sense of social responsibility. Students all benefit from the school’s high expectations and highly effective teaching. They experience learning within an inclusive environment that supports diversity and student leadership.

ERO is likely to carry out the next review in four-to-five years.

1 Context

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

St Therese School in central Auckland is a small Catholic integrated school. It has a multicultural roll that includes forty-six percent Tongan and twenty-five percent Samoan students. The school provides high quality education for students from Years 1 to 8. The Catholic character of the school is inspired by ‘Saint Therese, the little flower who inspires an ethos of love and care, and to do the little things well.’ The school goals of faith, knowledge, growth and community underpin the school charter.

The school is inclusive and welcoming. It benefits from strong partnership with the parish, parents and the wider community. A significant feature of the school is the close relationship it has with a number of Catholic colleges and universities. Staff and students say that they value the diversity and inclusive nature of the school.

There is a strong sense of the school operating as a community of learners. Responsibility for holistic student learning is shared. There are good external learning opportunities and high expectations for all. This contributes to students having a strong sense of belonging and high levels of achievement.

The school is led by an experienced principal. High quality professional leadership is underpinned by a strong research base. Senior leaders, teachers and trustees have a shared educational vision. This supports the provision of a high quality learning environment for both students and staff. The school’s experienced board of trustees have a good understanding of governance. The 2010 ERO report identified many good practices which have been successfully sustained and further developed.

2 Learning

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

The school uses achievement information very well to make positive changes to learners’ engagement, progress and achievement. There is an unrelenting focus on promoting student progress and achievement. The school’s achievement in the National Standards for reading, writing and mathematics compares favourably with that of other schools locally and nationally. High levels of student achievement in relation to the National Standards are evident.

The school places a high importance on inclusion, equity and social justice. There is a shared staff responsibility to ensure that teachers know all students well and all learners make progress and achieve. A school-wide focus on oral and written language has strengthened students’ skills and knowledge. Students receive high quality, individualised learning support through very effective teaching and learning strategies.

Students’ engagement in learning is underpinned by respectful relationships and the high expectations set for all students. Students are focused and highly engaged in learning conversations. They have a good understanding of their learning and can articulate this well. In addition, students benefit from opportunities to work with others in a variety of ways throughout and beyond the school environment. These opportunities empower students to grow as leaders and to learn from one another. As a result, students are confident learners and are growing a strong sense of self worth.

Senior leaders and teachers use achievement information very well to identify student learning needs. Their analysis of achievement information is detailed, informs planning and teaching approaches, and is shared across all levels. Robust moderation practices are part of the effective strategies being used to raise student achievement. Senior leaders and teachers have indicated that they plan to continue strengthening their moderation of writing assessments.

Parents are valued as partners in their children’s learning. They have a variety of opportunities to discuss their children’s learning and achievement in relation to the National Standards. Student reports and Taonga, a record of learning and progress over time, give students and parents a clear and comprehensive indication of how well students are achieving.

3 Curriculum

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

The school provides a broad, rich and highly effective curriculum. It fosters students’ creativity, expression, self confidence and awareness. The curriculum caters very well for all students including diverse groups of students. It aligns well with The New Zealand Curriculum (NZC) principles and school goals. An emphasis on social responsibility and global citizenship is integrated throughout the curriculum.

Students benefit from the many external learning opportunities that the school provides. Students appreciate the chance to be involved in a broad range of authentic learning opportunities. The curriculum supports student spontaneity and encourages students to take some learning risks. These “real life” experiences and challenges strengthen students’ achievement aspirations and help them to become confident about directing their own learning.

Career opportunities for Year 7 and 8 students are well integrated into the curriculum. Students benefit from the many motivational speakers that visit the school and the school's strong links with universities. These opportunities support and enhance the high expectations that are integral to the school’s learning culture. Students’ transitions into and out of the school are designed to support parent partnership and encourage students to become increasingly confident and self regulated learners. Senior leaders plan to further strengthen transition arrangements by setting up preschool orientation sessions. They also plan to enhance the mentoring programme in which past pupils mentor Year 8 students.

Teachers provide high quality and authentic learning opportunities. Effective use of digital tools, print rich learning environments and good quality resources are strategically developed and widely used. Teachers increasingly provide students with critical thinking challenges and the guidance needed to lead school initiatives.

Pacific students are very well supported in their learning. They have a strong sense of identity, are highly articulate and have high levels of achievement. Pacific students are represented in many areas of school leadership. Well established partnerships between the family, school and student are very evident. The Pasifika Fono provides opportunities for families and students to be involved in the student’s learning. On-going support from the Ministry of Education has helped the school to embed the Pasifika Education Plan (PEP) into their school-wide planning and practices.

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

The school has 7 students who identify as Māori. Māori students have a strong sense of identity. They are confident and have high aspirations to succeed. Māori students achieve very well across all areas of the curriculum. They benefit from respectful relationships and the inclusive school culture where te reo Māori is now a more regular feature within the curriculum. Māori students are represented in all leadership roles across the school. The school community enjoys the participation of all students in kapa haka and have established links with a local marae.

The board and senior leaders have a strong commitment to continue to support Māori success. The Te Ao Māori programme is valued and promoted across the curriculum. Tuakana-teina approaches are evident in school programmes. Māori whānau hui take place each term and provide opportunities for regular consultation. The Ministry of Education resources, Ka Hikitia - Accelerating Success 2013-2017 is embedded in the school strategic plan. To further strengthen their strategic direction for promoting Māori success senior leaders acknowledge the need to incorporate the Ministry of Education resource Tātaiako - Cultural Competencies for Teachers of Māori Learners into teacher appraisals.

4 Sustainable Performance

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

St Therese School is very well placed to sustain and further improve its performance.

The school is very well led. The principal provides strong professional leadership informed by sound research. She is well supported by experienced and competent staff who share the school’s educational vision. Collaborative approaches provide opportunities for teachers to build their leadership capability. All staff value the reciprocal relationships that have been established across networks, agencies and school clusters. Meaningful professional development is on-going and enhances this collaborative approach.

A strong reflective school culture informs ongoing initiatives and improvements. There are well established formal processes for implementing and documenting self review. Teachers’ performance management appraisal is well managed and meaningful. It promotes high expectations for teachers to continually improve their practice. Senior leaders and teachers have expressed the desire to put this information on-line and are in the early stages of this approach.

The board provides strategic and well coordinated governance. Board decision making is well documented and consultative. Trustees are well informed. Very good reporting processes mean that trustees receive well analysed data and comprehensive information to support and inform their decisions. The board of trustees continues to carefully manage the use of the car-park as a playground area during school hours.

The board and senior leaders identify areas for further development that include:

• further embedding and strengthening success for Māori across the school curriculum in consultation with Māori whānau
• continuing to empower students to be self directed learners.

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.

Conclusion

St Therese School provides high quality, holistic and challenging education for all students, underpinned by the school’s Catholic character. The school's broad, rich and highly effective curriculum fosters students’ creativity, self confidence and sense of social responsibility. Students all benefit from the school’s high expectations and highly effective teaching. They experience learning within an inclusive environment that supports diversity and student leadership.

ERO is likely to carry out the next review in four-to-five years.

Dale Bailey

National Manager Review Services Northern Region

1 August 2014

About the School