Raine Street , Whanganui East, Whanganui
View on mapSt Anne’s School is a state integrated school in Whanganui catering for students in Years 1 to 8. Of the 264 students enrolled, 6% identify as Māori. The Catholic special character is an integral part of students' life and their daily learning. Students with high, complex needs are supported in the special needs class, Takiwatenga.
The school values of ‘excellence, courage, service and aroha’ that underpin expectations. Valued outcomes for students are aligned with the school’s special Catholic character.
The schools aspirational aims and purpose, ‘spirit, value and excellence’, outline the priorities of the school’s three strategic goals: priority in supporting the school’s special Catholic character; excellence and resilience in each student and a nurturing, inclusive and innovative learning environment.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
An interim principal was appointed at the beginning of the year to lead the school until the appointment of a permanent principal in Term 3, 2019. While the administration building is being rebuilt staff are housed in the parish church.
The school continues to achieve equitable and excellent outcomes for most students. Most students, including Māori, achieve at or above expectation in reading, writing and mathematics.
An increasing percentage of students achieve at or above curriculum expectation over time in literacy and mathematics.
Disparity for boys in writing is reducing over time. Almost all students at end of Year 8 achieve at or above expectation in reading.
Students with complex learning and wellbeing needs participate in learning opportunities with relevant support and challenge. They make appropriate progress in relation to their individual goals.
The school continues to respond effectively to those Māori and other students whose learning and achievement needs acceleration. All students identified in the 2018 writing target, including Māori, have accelerated their progress to now be achieving at expectation.
The majority of Ongoing Resourcing Scheme (ORS) students identified in school targets have accelerated their learning in relation to their individual goals.
Leaders, staff and trustees have the professional capacity and capability to promote equity and excellence for all learners. School leaders work collaboratively to develop and pursue the school’s vision, goals and targets. Staff know students well and have high expectations for teaching in promoting learner success. Processes are in place that support and strengthen teacher practice to meet the needs of all learners.
Trustees undertake their roles and responsibilities suitably to promote effective governance. They are well informed about student achievement, curriculum developments and school priorities. Well-considered decision making ensures that resourcing benefits student learning and wellbeing.
Teachers promote achievement and wellbeing for all learners, by making the purpose of learning explicit for students and using a wide range of effective strategies aligned to the school’s priorities. They are reflective practitioners. Students are well supported to engage in a wide range of learning opportunities through the provision of caring, collaborative, inclusive environments that reflect the school’s values. Learning is extended through proactive involvement in the parish and wider community. Respectful, reciprocal relationships across the school promote a sense of belonging and wellbeing.
A well-considered and responsive approach effectively supports students with complex learning and wellbeing needs. Staff skilfully use effective strategies to support the range of challenges of these students. The environment is managed suitably to support them to participate, be engaged and have choices in their learning. Useful processes and systems have been developed to track and monitor student progress and achievement against curriculum levels and their individual goals. Parents and whānau are valued partners in children's learning. They receive comprehensive information through a range of communication strategies. Teachers and parents share useful knowledge about children’s learning and wellbeing.
In response to achievement information, the school has recently begun professional learning and development in writing to support consistency of teacher practice and raise student achievement. Development of the plan to guide the strategic implementation of this initiative should include: leadership responsibilities in leading learning; what practices will be implemented and how these build on curriculum expectations; alignment to appraisal and inquiry; and the progress indicators that highlight improvements for learners. This comprehensive planning should assist trustees, leaders and teachers to systematically evaluate and understand the impact of changed practice and outcomes for students.
The school has identified that the curriculum needs refreshing. It requires further development and alignment to reflect the special, unique character and context of this school and include expectations and guidance for teaching and learning. It should provide a basis for evaluation of what is effective in promoting learning for those students most at risk of underachievement.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO’s overall evaluation judgement of St Anne’s School (Wanganui) performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall School Performance is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
Phillip Cowie
Director Review and Improvement Services
Central Region
10 June 2019
|
Location |
Whanganui |
|
Ministry of Education profile number |
2447 |
|
School type |
Full Primary (Years 1 - 8) |
|
School roll |
264 |
|
Gender composition |
Female 52%, Male 48% |
|
Ethnic composition |
Māori 6% |
|
Students with Ongoing Resourcing Funding (ORS) |
Yes |
|
Provision of Māori medium education |
No |
|
Review team on site |
April 2019 |
|
Date of this report |
10 June 2019 |
|
Most recent ERO report(s) |
Education Review January 2016 |
The school's Catholic character underpins the positive culture, curriculum learning and shared values. Most students, including Māori learners achieve well. Māori students' culture, language and identity are evident in practice. Inclusive practices support the learning of students identified with additional and complex needs. School leaders continue to strengthen internal evaluation and inquiry.
ERO is likely to carry out the next review in three years.
St Anne’s School is a state integrated school in Whanganui for students in Years 1 to 8. Of the 270 students enrolled, 27% identify as Māori. There are a small number of Pacific learners. The Catholic special character is an integral part of students' life and their daily learning.
The school environment is welcoming and inclusive of students, families and whānau. Individual pastoral needs are well met. Shared values are evident in practice.
Senior students enthusiastically participate in school leadership. These roles are valued and contribute to the positive culture of the school.
The school is involved in three Ministry of Education initiatives. Staff are in their third year of implementing Positive Behaviour for Learning (PB4L). In 2015, a mathematics support programme has been introduced. The Reading Together initiative is providing opportunities for parents and whānau to develop skills to extend student reading at home.
The school has a positive reporting history with ERO. Leaders, teachers and trustees have responded purposefully to the areas for development identified in the previous 2012 ERO report.
Processes continue to be strengthened to target achievement and promote improved internal evaluation.
Reported National Standards achievement in reading, writing and mathematics at the end of 2014 showed most students, including Māori learners, achieved well. Staff reflect on data during the year. Mid-year achievement showed most students on track to meet the National Standards in priority curriculum areas at the end of 2015. Data shows raising boys' achievement in writing is an ongoing priority for the school.
Leaders suitably track, monitor and discuss student progress and achievement. A useful process has been developed to assist leaders in providing analysis and commentary on next steps for students identified for targeted learning in classrooms. This process has potential to enable leaders to assist teachers in meeting the needs of individual students and for improving reporting to trustees in relation to targets.
Annual achievement targets are developed by leaders and trustees. These show groups requiring improved achievement to meet the National Standards and actions to accelerate progress. Aligning these actions clearly to the needs of learners should enable leaders and trustees to better evaluate student outcomes.
Teachers gather an appropriate range of assessment information to establish achievement levels and determine progress. Collaborative discussion between teachers is increasing their collective capability to use data effectively for teaching and learning.
Staff continue to build their understanding of student learning progressions. External moderation with another local school assists teachers to make reliable overall teacher judgements about students' achievement in relation to National Standards.
Parents receive useful and informative written reports. These support the knowledge of their child’s progress and achievement, and how learning can be assisted at home. Opportunities for conferencing between the teacher, student and parent encourages shared goals for next learning steps. A survey at the beginning of the year is used to gather each child's goals and aspirations. The option of a follow up interview between parents and the teacher in the first month of school usefully promotes the sharing of information to support learning during the year.
The school curriculum successfully promotes positive outcomes for students.
The St Anne’s School vision and values are shaped by the school's Catholic character and clearly demonstrated by staff and students. Students are well engaged in curriculum experiences. They participate in a range of sporting, cultural and academic activities to promote their positive achievement and participation at school.
Priorities in religious instruction, literacy, mathematics, the arts and physical education are well supported.
Curriculum practice demonstrates culturally inclusive practices for Māori learners. Students participate in relevant contexts reflective of their cultural background and iwi heritage.
Recently the school has developed curriculum statements in social science and mathematics. Considering the work to date in these areas, it is now time for teachers to collaboratively document their teaching beliefs and expectations of effective practice in priority curriculum areas. Developing agreed statements, aligned to the intent of The New Zealand Curriculum, should inform a common understanding of effective practice and could be used as a framework for review.
Digital technology is increasingly part of students' experience in Years 7 and 8 to promote their learning. The school is seeking, in time, to extend the use of digital technologies across the school at relevant levels.
The principal demonstrates a clear understanding of teachers’ strengths and areas for ongoing development. Processes to build teacher capability continue to be strengthened to support consistently effective practice across the school.
Appraisal of staff has been strengthened. Goals are aligned to school priorities and specific aspects for individual teacher development. Regular reflection is encouraged. Teachers are beginning to consider strategies and examples of classroom practice that promote improved outcomes for students. School leaders continue to develop teachers’ collective understanding of the evidence required in demonstrating the Practising Teacher Criteria.
A formal process has been introduced to guide teachers’ inquiry into their practice. Useful prompts and questions in this framework support them to reflect on individual student outcomes and focus their thinking on strategies to lift achievement and engagement in learning. As this process becomes more familiar for staff, evaluation of their own practice is likely to strengthen.
The school is highly inclusive of students with additional or complex learning needs. Planned learning recognises student strengths, promoting curriculum adaptation to meet the needs of individuals. Information shared with parents and families is relevant and meaningful to the emerging and developing needs of learners.
The Special Education Needs Coordinator demonstrates highly reflective practice. Strategies and practices to meaningfully include students with additional learning needs are suitably shared and acquired through involvement in a professional network. The principal and trustees provide appropriate support. Increasing the commentary to trustees related to student achievement should support review of their resourcing.
The school’s curriculum is responsive to Māori students’ culture, language and identity. Whānau are valued in the school and their knowledge is valued in the curriculum. External professional support has contributed to developing the leadership of students and staff, leading to culturally responsive practices. Understanding of local kawa and reo are evident in contextual learning experience. Shared beliefs have shaped the implementation of Tātaiako: Cultural Competencies for Teachers of Māori Learners to match local contexts and cultural practices in the school.
The school is well placed to sustain and improve its performance. Leaders and teachers continue to strengthen and implement processes to promote further improvement and development of internal evaluation.
Trustees represent and serve their community. They work collaboratively with school leadership to set a shared vision and agreed values as part of their strategic intent and special character. Regular discussion provides reflection against annual goals and considers future priorities. Training to develop governance practice is undertaken and ongoing as required as trustees develop their capabilities. Developing specific actions against priorities established in the annual plan should assist trustees to strengthen internal evaluation.
Parent, families and whānau are valued as contributors to providing positive outcomes for students. Formal and informal opportunities are available to share information about students. Staff know children and their families well. The school is seeking to modify how they gather information from parents, families and whānau and increase the level of response.
Increasing inquiry into practice, extending the use assessment information and building the capability of teachers and leaders across the school are well considered next steps for the school. As these priorities are further introduced and capability developed, it is timely for all staff to develop their collective knowledge and use of internal evaluation in determining ongoing improvement.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
The school's Catholic character underpins the positive culture, curriculum learning and shared values. Most students, including Māori learners achieve well. Māori students' culture, language and identity are evident in practice. Inclusive practices support the learning of students identified with additional and complex needs. School leaders continue to strengthen internal evaluation and inquiry.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
15 January 2016
|
Location |
Whanganui |
|
|
Ministry of Education profile number |
2447 |
|
|
School type |
Full Primary (Years 1 to 8) |
|
|
School roll |
270 |
|
|
Gender composition |
Female 58%, Male 42% |
|
|
Ethnic composition |
Māori Pākehā Pacific |
27% 72% 1% |
|
Special features |
Special Catholic character, state integrated |
|
|
Review team on site |
November 2015 |
|
|
Date of this report |
15 January 2016 |
|
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
November 2012 October 2009 February 2008 |