St Mary's School (Wanganui)

School Context

St Mary’s School is an integrated Catholic school in Whanganui that caters for students from Years 1 to 8. The roll of 259 students includes 25% Māori and 5% of Pacific heritage.

The mission encompasses Catholic beliefs and practice. The school seeks to nurture each child so they grow and develop, spirituality, intellectually and physically, into caring and responsible members of the school community.

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

• achievement and progress in reading, writing, and mathematics in relation to curriculum expectation

• attendance.

There have been changes to personnel and trustees, including the appointment of a new principal in 2016. Significant roll growth has occurred since the August 2014, ERO report.

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?

The school responds well in achieving equity and excellence for many students.

At the end of 2017, most students achieved curriculum expectations in reading with the majority achieving well in writing and mathematics. Māori children achieved slightly lower than Pākehā students in reading and writing with similar results in mathematics. Since 2015, achievement outcomes have been similar in reading and lower in writing and mathematics. The school enrols a small number of Pacific students and their achievement is suitably tracked and monitored. To date, boys have achieved slightly higher than girls in mathematics and lower in writing.

Midyear 2018 data, shows the school is on track to achieve similar overall achievement in reading and slightly elevated outcomes in writing and mathematics when compared to 2017.

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

Leaders are further developing processes and practice to strengthen the response to Māori and other children whose learning and achievement need acceleration.

Approximately half of those Māori students who were below expected levels at the end of 2017 have made expected progress with some accelerating their achievement.

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?

Senior and curriculum leaders provide clear direction focused on sustaining the school’s valued outcomes and promoting ongoing improvement of systems and practice. There is clear alignment of resourcing to support improvement goals and meet the needs of students.

Students identified with additional and complex needs receive appropriate intervention to strengthen their outcomes. Assessment information is suitably used to identify learner needs. A designated special needs co-ordinator works in partnership with the principal to monitor, track and advocate for learners in addressing the barriers to their learning, engagement and achievement. The involvement of students in additional programmes of learning shows these impact positively on their achievement. Parents are well informed and promote learning at home.

The curriculum appropriately fosters the values and vision reflective of the school’s Catholic character. The learning environment is well managed to support student participation in a wide range of experiences. Practices suitably value and include te ao Māori across the curriculum.

Inclusive environments support positive student involvement at school and in class. Individuals are encouraged to work collaboratively and support their peers. Senior student leadership is fostered, effectively contributing to the development of school culture. Restorative practices are underpinned with the values of inclusion, courtesy, integrity and courage. Positive and affirming relationships between staff, students, their peers and the wider community fosters an open and welcoming environment.

Trustees set clear strategic and annual goals linked to relevant priorities. They work well with staff and the wider community to review and affirm their direction. An effective working relationship between the board and school leaders supports a shared focus on promoting positive outcomes for learners, parents and the school community. Well-considered processes support the continuity of governance through deliberate succession planning. The board is kept well informed through detailed principal reporting ensuring their resourcing is targeted to meet the needs of students.

Leaders undertake a systematic, structured approach to curriculum evaluation. Professional learning and development is matched to the needs of teachers with clear alignment to curriculum enhancement and promoting positive outcomes for students.

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

School leaders have identified further development of the school’s curriculum is needed, including the ongoing focus on strengthening student outcomes and teacher practice in delivery of mathematics. The development of a shared teaching philosophy to promote consistency of practice across the school is an agreed next step. ERO’s external evaluation affirms these priorities.

The newly revised teacher inquiry and appraisal framework requires further development to ensure the process continues to develop and embed with substantial teacher reflection on practice. This should contribute to strengthening the consistency of teaching and improve evaluation practice.

Trustees and leaders should revise current target setting at board level to more clearly identify those students requiring their achievement accelerated. This should provide better alignment to syndicate targets and the actions being undertaken by teachers. Coherent targeting should also maximise the effect of current school processes and ensure that deeper analysis provides the basis to understand the impact of actions that accelerate or limit student achievement.

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.

Areas for improved compliance practice

To improve current practice, the board of trustees should:

• undertake regular review and development of policies and procedures

• review and revise practices associated with, and documentation of, in-committee business.

4 Going forward

Key strengths of the school

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

• collaborative stewardship and leadership that facilitates ongoing improvements to systems, processes and practice for improved student outcomes

• the enacted curriculum provision that promotes student access to a wide range of experiences and promoting engagement in learning

• responses that are effective in meeting the needs of learners identified with complex and additional learning needs

• inclusive environments that foster the positive involvement of students at school.

Next steps

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

• further development of a shared teaching and learning philosophy to inform classroom practice

• revising current target setting to more closely identify those students requiring their achievement accelerated

• continuing to implement appraisal and inquiry frameworks with the development of substantial teacher reflection to monitor and build teaching practice.

ERO’s next external evaluation process and timing

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

Alan Wynyard

Director Review and Improvement Services

Te Tai Pokapū - Central Region

20 November 2018

About the school

Findings

St Mary’s School’s special Catholic character underpins all aspects of school life. Nearly all students including Māori and Pacific students achieve at and above National Standards. The curriculum is highly effective in promoting and supporting student learning. The school is very well placed to sustain and improve its performance.

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 Mary’s School is a state integrated Catholic primary in Whanganui. At the time of this review the school had a roll of 174 Years 1 to 8 students, of whom 33% identify as Māori.

The school’s special character underpins all aspects of school life. The curriculum has a focus on gospel values. Teachers, students and parents successfully promote the school’s ethos and culture.

Increased provision of information and communication technologies (ICT) has enhanced learning, teaching and the sharing of students' achievements with parents.

Teachers engage in professional development in science which promotes students as science thinkers in today’s contexts. A contract with Victoria University of Wellington supports students in Years 7 and 8 to study Chinese as a second language.

Ongoing involvement in the Whanganui based Te Rerenga ki Tai - Māori Dimensions Programme, provides a medium for the integration of local Māori concepts and practices into the classroom and the school's community.

Leaders, teachers and trustees have made good progress in the areas for review and development identified in the 2011 ERO report.

2 Learning

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

The school makes very good use of achievement information. Leaders and teachers ensure that all students make good progress and achieve high levels of success in literacy and mathematics.

Achievement information shows that nearly all students are at and above National Standards in reading, writing and mathematics. Māori and Pacific students are achieving at high levels, similar to their peers in the school.

The school uses an appropriate range of valid, reliable and useful assessment tools to gather comprehensive achievement data. This data provides clear evidence of how well students are progressing and achieving. Information is collected and analysed frequently. Intensive tracking and monitoring of target students provides teachers with a clear basis for goal setting and planning for improvement.

Well-analysed information informs decisions for teaching programmes, and interventions to respond appropriately to the learning needs of individual students. Information is used to establish the impact of programmes and practices on student learning outcomes, and successfully indentifies next steps for future improvement.

Students identified as needing accelerated progress are well catered for through additional assistance to improve their achievement and success.

Teachers and leaders moderate assessment data to ensure the validity and reliability of their judgements about students' achievement. Regular and informative reports to the board of trustees are used well to plan strategy and review resourcing decisions focused on increasing success for all students.

Parents receive good quality written reports about their child’s achievement and progress in relation to the National Standards. Student success is celebrated through on line e-books that include a range of multimedia and rich learning narratives accessible to parents.

3 Curriculum

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

St Mary’s School curriculum is highly effective in promoting and supporting student learning.

The inclusive philosophy and the aim to provide care and respect for all are fully enacted and promoted. Student wellbeing is actively promoted and contributes significantly to a foundation for future success.

Curriculum documentation sets a clear direction for fully implementing The New Zealand Curriculum. It provides a wide range and depth of suitable learning opportunities in authentic contexts. Teachers are provided with clear guidance for responding appropriately to the individual needs of all learners.

Promoting high levels of achievement and progress in literacy and mathematics is a clear priority and is evident in programmes and practices. Special emphasis is placed on increasing the rate of progress of priority learners who are at risk of underachievement.

Recent teacher professional development in science has had a positive impact in developing a broader range of teaching and learning approaches. A focus on developing thinking and learning to learn is evident, such as in children’s e-books. Additional programmes in languages and mathematics successfully extend higher achieving students.

Teaching practices are highly effective in promoting learners' engagement, progress and achievement. Classrooms have a calm, settled tone with students fully engaged in their learning. Instructional teaching strategies and relevant independent tasks are well matched to students' needs. Teachers actively promote thinking and encourage reflection. Strategies to make learning more accessible show a positive impact.

Students are well supported to know more about their learning. They understand the purpose of particular tasks and are able to articulate their achievement and progress. Specific and useful feedback from teachers and their peers contributes to improvement. Students are increasingly encouraged to take responsibility for their next learning steps. School leaders plan to continue to develop student ownership of their learning and ERO agrees with this direction.

Students with diverse needs and requiring additional support are well catered for through appropriate programmes and interventions. Many experience accelerated rates of progress as a result. The school advocates for children who need individual intervention and specific support from external agencies to promote improved outcomes.

Good use of ICT enhances the learning of all students. Leaders have successfully integrated ICT into all aspects of the curriculum and innovatively promote the key competencies. Students with additional needs have appropriate access to assistive technologies.

Review of teachers' effectiveness is robust and collaborative. It is focused on improving teaching and learning practices to better promote improved outcomes for all students. Ongoing critical reflection and in-depth professional discussions with colleagues inform changes to planning and teaching.

The inclusive school culture values students' individuality. The achievements and progress of all students, including those with additional needs, are acknowledged and celebrated. High needs students enjoy supportive relationships with their peers and are fully integrated into the life of the school. Teachers demonstrate a collective responsibility for the building of wellbeing and success of all children.

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

St Mary’s School effectively promotes educational success for Māori students as Māori. Māori students experience high levels of achievement and success. School leaders demonstrate a strong commitment to further developing culturally responsive practices for Māori.

Incorporating Te Rerenga ki Tai - Māori Dimensions Programme into the curriculum and daily practice assists students and teachers to better understand local tikanga Māori. It is supporting teachers to build their capacity and better respond to Māori learners' language, culture and identity.

4 Sustainable Performance

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

St Mary's School is very well placed to sustain and improve its performance. Professional leaders successfully ensure that the curriculum and teaching promote the best outcomes for all students.

Self review is strongly evidence based and well understood. It is promotes improvements in learners' engagement, progress and achievement.

Trustees receive well-analysed achievement information to inform decision-making focused on improving outcomes for students, and monitor progress towards goals.

School leaders articulate high expectations for student learning and achievement, and for teachers as professionals. Teachers work collaboratively with colleagues to share teaching practices that are likely to provide the best outcomes for students. Regular classroom observations and feedback support teachers' ongoing professional learning.

A rigorous appraisal process is focused on the development of teachers' practice and improved outcomes for students. It is timely to include the use of Tātaiako  Cultural Competencies for Teachers of Māori Learners to support teachers in building their cultural responsiveness.

The board and principal welcome students with high needs and emphasise the importance of an inclusive culture through the school's policies, processes and resourcing.

Good communication, and strong commitment to building relationships with parents and whānau, lead to partnerships that effectively support students’ learning.

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 Mary’s School’s special Catholic character underpins all aspects of school life. Nearly all students including Māori and Pacific students achieve at and above National Standards. The curriculum is highly effective in promoting and supporting student learning. The school is very well placed to sustain and improve its performance.

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

Joyce Gebbie

National Manager Review Services Central Region

14 August 2014

About the School