101 King Street , Whakatane
View on mapSt Joseph's Catholic School (Whakatane)
St Joseph's Catholic School (Whakatane)
School Evaluation 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.
Context
St Joseph’s Catholic School (Whakatane) is a state integrated school that provides education for students in Years 1 to 8. The school’s curriculum, based on principles of the Catholic faith and gospel values, prioritises building a nurturing educational environment through home, school and parish partnerships.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.
Part C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the previous report in July 2022, ERO and the school have worked together to evaluate how well schoolwide structures and programmes empowered every student to grow emotional and self-regulation competence so that every student can learn and achieve at appropriate curriculum levels.
Expected Improvements and Findings
The school expected to see:
Students know how to identify and positively regulate their emotions to enable readiness for learning.
- Significant improvement in learners' confidence and ability to manage their readiness for and engagement in learning, is evident through positive student wellbeing data, improved attendance data and student voice surveys.
- Learners are regularly engaged in learning about emotions and wellbeing, and understanding.
- Self-management strategies to support their wellbeing, positive relationship building, and engagement in learning.
- Learners needing additional support are identified in collaboration with whānau to ensure effective strategies are implemented.
- Whānau are engaged in their child’s learning through regular opportunities to meet with teachers to discuss learning summaries and to set aspirational goals.
Measurable improvement in students’ academic achievement.
- Student achievement data over time shows that most students achieve at or above expected curriculum levels in reading, writing and mathematics.
Other Findings
During the course of the evaluation, it was found that the school has robust systems and processes for supporting learner wellbeing and inclusion, particularly for those requiring adaptive and structured support.
The greatest shift that occurred in response to the school’s actions was the refinement of approaches to support learners' readiness for learning, resulting in improved attendance and learning outcomes for those learners requiring tailored support.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Most learners are achieving at expected curriculum levels in reading, writing and mathematics. |
- Learner outcomes in reading and writing in the junior school are increasingly improved through a structured literacy approach.
- Accelerated progress for groups of learners in reading, writing and mathematics has significantly improved achievement and reduced disparity.
- Learners requiring additional learning assistance are well supported and consistently show progress against their goals and improved outcomes.
- The majority of learners attend school regularly; the school is not yet meeting the Ministry of Education targets for regular attendance.
Conditions to support learner success
Leaders foster a collective culture focused on high quality teaching and learning. |
- Leaders build and sustain trust and collaboration within the school and community to support strategic vision and positive outcomes for learners.
- Professional learning initiatives are informed by assessment data and aligned to school strategic planning that focus staff on improving practice for better outcomes for learners.
- Leaders support teachers to strengthen teaching practices for effectiveness and promote leadership development to build capability within the school.
Teaching is increasingly intentional and responsive to the different needs of learners. |
- Teachers plan to meet the needs of learners, enabling learners to confidently engage, grow new knowledge and consistently progress.
- Learner engagement and success are further supported through the faith-based and localised curriculum that reflects and supports learners’ wellbeing, identity and culture.
- Teachers collaboratively monitor learners’ progress and achievement to support consistent planning and teaching that is focused on next steps for learners.
The school has well established conditions that underpin school improvement. |
- Leaders and teachers involve parents, whānau and community in sharing aspirations for their children; this information informs school decision making and provides opportunities to strengthen engagement and positive outcomes for learners.
- Positive outcomes for learner behaviour and wellbeing are supported and enhanced through established programmes and processes that grow learners’ sense of belonging, resilience and skills for self-regulation.
- Leaders and teachers use information from a range of sources to effectively analyse and evaluate the impact of actions focused on improving outcomes for learners, and to plan for ongoing improvement.
Part C: Where to next?
The agreed next steps for the school are to:
- continue to improve outcomes for all learners in reading, writing and mathematics, with a particular focus on accelerated progress for those not yet meeting curriculum expectations in writing
- enhance schoolwide consistency in the planning and implementation of teaching and learning in reading, writing and mathematics
- strengthen teachers’ collective consistency in the monitoring and use of data to regularly evaluate and respond to the impact of their teaching and learning on learner progress and achievement
- continue to implement, monitor and adapt strategies to improve rates of regular attendance for all learners.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
- identify teachers' strengths and needs in the teaching of writing to inform professional development requirements
- review and ensure consistency of teacher processes to collectively monitor the impact of teaching, learning and use of assessment on learner progress and achievement.
Every six months:
- monitor the consistent implementation of reading, writing and mathematics programmes and the resulting impact on learners’ progress and achievement
- review how well assessment information is used by teachers to guide effective and responsive teaching and learning
- monitor accelerated progress for learners identified as underachieving or at risk of underachieving in writing
- monitor and report on the impact of strategies used to improve regular attendance rates for all learners.
Annually:
- evaluate and report, to the board and community, on improvements in reading, writing and mathematics outcomes for all learners; use this information to identify what is having the most impact for learners and what areas need further strengthening
- analyse how well teachers’ collective use of data has enhanced teaching and learning to improve outcomes for those learners not yet meeting curriculum expectations, particularly in writing, to inform strengths and areas for further development
- evaluate patterns in attendance for all learners, report findings to the board and use this information to identify next steps to continue increasing regular rates of attendance.
Actions taken against these next steps are expected to result in:
- equitable outcomes for all learners in reading, writing and mathematics
- improved rates of regular attendance for all
- embedded processes schoolwide for effective use of data to collectively monitor, evaluate and respond to the impact of teaching and learning on learners’ progress and achievement.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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
Shelley Booysen
Director of Schools
4 December 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
St Joseph's Catholic School (Whakatane)
Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027
As of May 2024, the St Joseph’s Catholic School (Whakatane) Board has attested to the following regulatory and legislative requirements:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Finance
Yes
Assets
Yes
Further Information
For further information please contact St Joseph’s Catholic School (Whakatane), School Board.
The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Shelley Booysen
Director of Schools
4 December 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
St Joseph's Catholic School (Whakatane)
Te Ara Huarau | School Profile Report
Background
This Profile Report was written within 12 months of the Education Review Office and St Joseph’s Catholic School (Whakatane) working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
St Joseph’s Catholic School is in Whakatāne and provides education for students in Years 1 to 8. The St Joseph’s School curriculum is based on Catholic faith and gospel values, building a nurturing environment of education through home, school and parish partnerships.
St Joseph’s Catholic School’s strategic priorities for improving outcomes for learners are:
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to ensure that St Joseph’s School is a safe, inclusive and friendly environment for all
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to strengthen school, whānau, parish and community partnerships to support improved learning outcomes for all learners
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to ensure an inclusive and culturally responsive environment that supports and promotes Catholic values and outcomes of equity and excellence for all learners.
You can find a copy of the school’s strategic and annual plan on St Joseph’s Catholic School’s website.
ERO and the school are working together to evaluate how well schoolwide structures and programmes empower every student to grow emotional and self-regulation competence so that every student can learn and achieve at appropriate curriculum levels.
The rationale for selecting this evaluation is:
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the positive and significant difference it will make for a large number of learners
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the focused opportunity it provides to better understand and implement effective strategies and practices for empowering learners’ positive emotional and self-regulation competence
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the impact that achieving this strategic goal will have across other curriculum and organisational areas of the school.
The school expects to see enhanced structures and practices that are responsive to all learners’ needs and focused on growing competence in emotional and self-regulation, resulting in improved wellbeing and equitable learning outcomes for all.
Strengths
The school can draw from the following strengths to support its goal to enhance schoolwide structures and programmes that support and empower every learner to grow emotional and self-regulation competence:
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A detailed plan that includes clear actions and indicators of success
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Collaborative leadership and staff who are committed to improving outcomes for all learners
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Special character values, and programmes that support self-regulation
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Strong whānau and community partnerships.
Where to next?
Moving forward, the school will prioritise:
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staff professional learning to support schoolwide consistency and high expectations for the use of positive language, practices and actions to motivate and empower wellbeing, learning and behaviour
-
supporting students to develop an ‘emotional toolbox’ that empowers them to recognise, understand, monitor and regulate their own emotions to support life-long learning
-
engaging whānau and community to grow understanding of emotional and self-regulation strategies to support their child’s wellbeing and learning.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
29 July 2022
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
St Joseph's Catholic School (Whakatane)
Board Assurance with Regulatory and Legislative Requirements Report 2021 to 2024
As of September 2021, the St Joseph’s Catholic School (Whakatane) Board of Trustees has attested to the following regulatory and legislative requirements:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Finance
Yes
Assets
Yes
Further Information
For further information please contact St Joseph’s Catholic School (Whakatane) Board of Trustees.
The next Board of Trustees assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
29 July 2022
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home