66 Albemarle Road , Wilton, Wellington
View on mapTēnā 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.
Cardinal McKeefry School (Wilton) School, located in Wilton, Wellington, provides education to students in Years 1 to 8. The school’s vision is ‘Empowering every child to learn, to contribute, and to grow with God and each other. Following the recent resignation of the principal, an acting principal is in place.
There are two parts to this report.
Part A: 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 B: The improvement actions prioritised for the school’s next evaluation cycle.
The following findings are to inform the school’s future priorities for improvement.
| Most learners make sustained progress and achievement. |
| Leaders create a positive environment that is highly inclusive, values diversity and promotes student wellbeing for learning. |
| Teaching and learning opportunities increasingly support engagement and progress in learning. |
| Key school conditions promote learners’ wellbeing and engagement in learning. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
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
12 November 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of August 2024, the Cardinal McKeefry School (Wilton) Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
ERO has identified the following area of non-compliance during the board assurance process:
The board has addressed the area of non-compliance identified.
For further information please contact Cardinal McKeefry School (Wilton), 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
12 November 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Cardinal McKeefry School is a Catholic, integrated school that caters for students in Years 1 to 8. It is located in Wilton, Wellington. At the time of this review, there were 84 students on the roll. The school community reflects a number of diverse cultures. Seven percent of the roll are Pacific, and one-quarter of the roll are English language learners.
The school prioritises the values of family spirit, love of work, simplicity, presence and ‘in the way of Mary’.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
Recent professional learning has focused on curriculum, literacy and mathematics. Since the August 2016 ERO report, curriculum approaches that focus on inquiry, depth and complexity have been introduced and embedded.
The school continues to achieve equitable and excellent outcomes for all its students.
In 2018 all Year 8 students achieved at or above curriculum expectations in reading, writing and mathematics.
Mid-year 2019 achievement data shows:
The school is highly effective in accelerating the learning of students who need it. There are many examples of accelerated progress as a result of targeted teaching. Additional learning support programmes are thoughtfully implemented to support improved student outcomes.
Students benefit from a positive learning environment where their agency and engagement are fostered. An inclusive culture is purposefully promoted. Effective social competence strategies prioritise the values of respect, responsibility and resilience. Strategic planning and the curriculum document are now being refreshed, led by a team of student researchers.
Teachers share high, equitable expectations for student learning and wellbeing. They take collective responsibility for student progress, and know individual children and their learning needs well. Deliberate, effective strategies include:
Leadership is highly effective. Well-considered, strategic actions are successfully supporting a professional culture of cohesion, innovation and reflection. Teachers are very well supported to inquire into their practice and make impactful improvements. Leaders and teachers collaborate meaningfully with the wider education community to share good practice.
The school is well-served by a committed board of trustees. They are clear about their roles and responsibilities as school stewards, and work well alongside leaders to ensure the progress of goals and targets. They demonstrate a clear focus on promoting positive outcomes for all students.
Continuing to deepen and embed bicultural practices should remain a key strategic priority for the school. Progress in this area is evident, with some increased opportunities for children to see, hear and experience te reo me ngā tikanga Māori. ERO, leaders and trustees agree that to promote significant improvements to benefit children, a next step is to prioritise bicultural practices in curriculum and strategic planning documentation, and ensure they are meaningfully progressed in teacher appraisal processes.
Teachers regularly engage in skilful, evidence-based evaluation of their practice. They maintain a clear focus on student outcomes in order to measure their effectiveness. It is now timely for leaders and the board to establish formalised internal evaluation processes, at a strategic level, with a wider focus on the effectiveness of the overarching school conditions.
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 the performance of Cardinal McKeefry School (Wilton) 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:
Dr Lesley Patterson
Director Review and Improvement Services Te Tai Tini
Southern Region
1 November 2019
| Location | Wellington |
| Ministry of Education profile number | 2819 |
| School type | Full primary (Years 1-8) |
| School roll | 84 |
| Gender composition | Male 48, Female 36 |
| Ethnic composition | Māori 2 NZ European/Pākehā 49 South East Asian 8 Pacific 6 Indian 6 African 5 Other ethnic groups 8 |
| Students with Ongoing Resourcing Funding (ORS) | Yes |
| Provision of Māori medium education | No |
| Review team on site | July 2019 |
| Date of this report | 1 November 2019 |
| Most recent ERO report(s) | Education Review August 2016 Education Review June 2014 |