St Joseph's Catholic School (Matamata)

Summary

St Joseph’s Catholic School (Matamata) is a state integrated full primary school catering for children in Years 1 to 8. The current roll of 24 includes six Māori children. Since 2014 the school roll has remained stable.

Since the previous ERO review in 2014 the principal has remained the same and a new teacher appointed. The chairperson continues in the role. Most of the other board members are new to their roles.

The board and principal have a clear picture of overall achievement in the school. There has been steady improvement in achievement in reading, writing and mathematics for all children from 2014 to 2016. Most children are achieving at or above national expectations.

The school is a member of the Matamata Community of Learning | Kāhui Ako.

How well is the school achieving equitable outcomes for all children?

St Joseph’s Catholic School responds well to children whose learning and achievement need acceleration.

Some school processes are effective in enabling the achievement of equity and excellence for all children.

Further development of internal evaluation and practices to build teacher capability is needed to achieve equity and excellence.

At the time of this review, the school’s achievement information shows that most children are achieving at or above the National Standards in reading, writing and mathematics. Proportionally Māori children achieve at similar levels to other groups of children in writing and mathematics, and slightly lower in reading.

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

• continue to build and consistently imbed teaching practice in relation to the teaching of literacy, mathematics and language, culture and identity for Māori

• strengthen internal evaluation systems including appraisal and teaching as inquiry.

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

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

St Joseph’s Catholic School responds well to children whose learning and achievement need acceleration.

School achievement information shows that most children achieve at or above the National Standards in reading, writing and mathematics. Proportionally Māori children achieve at similar levels to other groups of children in writing and mathematics, and slightly lower in reading.

The school has effective systems for the prompt identification of individual children requiring additional learning support. Individual education plans document specific learning needs, goals and programmes. Teachers track and report expected and accelerated rates of progress for these children.

The school has developed useful moderation processes to support teachers to make dependable judgements in relation to the National Standards. An appropriate range of assessment tools are used by teachers to identify children at-risk of not achieving and to monitor progress and achievement.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

Some school processes are effective in enabling the school to achieve equity and excellence for all children.

The principal is knowledgeable and clearly focused on improving outcomes for children. Teachers work collaboratively to respond to the aspirations of children and their whānau. The principal successfully leads the implementation of the school’s special Catholic character. Leadership for learning is contributing to raising children’s levels of achievement.

Trustees use achievement information to inform decision making about resourcing to meet the needs of all children, and in particular those achieving below National Standards. Trustees engage and support children and their families to access all aspects of the curriculum. Responsive stewardship contributes to equitable and excellent outcomes for children.

The school’s curriculum is responsive to accelerating children’s learning. The school’s special character is highly evident and is underpinned by agreed values and virtues. The strengths of the school’s curriculum include:

• the effective use of the shared learning space
• appropriate emphasis on mathematics and literacy learning
• opportunities for children to experience success in sporting activities and participate in the local and wider community
• positive and respectful relationships among teachers, children and their whānau.

Children benefit from a personalised approach to their learning within a broad and rich curriculum. 

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

Further development of internal evaluation and practices to build teacher capability is needed to achieve equity and excellence.

The board and principal need to strategically plan to build teacher capability through the provision of targeted professional learning and development, teaching as inquiry and the appraisal process.

Internal evaluation practices are not well embedded. Leaders and teachers need to make better use of achievement information to identify and monitor the rates of progress for groups and individual children. Teachers need consistently to reflect on and share the effectiveness of their practices in accelerating the progress of at-risk learners.

The school’s appraisal process is not providing teachers with regular, formally documented feedback about the effectiveness of their teaching practices. The board and staff have not considered the principles of Ministry of Education document Tātaiako to support a more culturally responsive curriculum and teaching practices.

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

• 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. 

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

• continue to build and consistently imbed teaching practice in relation to the teaching of literacy, mathematics and language, culture and identity for Māori
• strengthen internal evaluation systems including appraisal and teaching as inquiry.

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

Lynda Pura-Watson

Deputy Chief Review Officer Waikato / Bay of Plenty

27 June 2017

About the school