St Catherines College (Kilbirnie)

School Context

St Catherines College (Kilbirnie) is a state integrated school in Wellington that provides education for girls in Years 9 to 13. At the time of the review there were 204 students on the roll, with 15% identifying as Māori and 16% of Samoan heritage.

The college’s vision and priorities are closely aligned to the Catholic Mercy traditions that inform its gospel values.

Current achievement goals and targets for learner success are to improve: writing, reading and numeracy for Years 9 and 10; differentiated strategies in all junior classes; rates of National Certificates of Educational Achievement (NCEAs) endorsements at Years 11 to 13; and achievement for Māori and Pacific learners.

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

• achievement in New Zealand qualifications
• Māori and Pacific achievement
• Years 9 and 10 literacy, numeracy and science achievement
• wellbeing.

An experienced principal took up the position at the beginning of 2018. Several new middle managers and staff have also been appointed since the October 2015 ERO report. Proprietor appointed and parent elected trustees govern the school.

A new college administration area and several additional learning spaces and studios opened in 2016.

Teachers commenced schoolwide involvement in professional learning and development (PLD) in writing in 2017 and this is continuing into mid-2019. Other recent PLD initiatives include teacher inquiry, Positive Behaviour for Learning (PB4L), e-learning, special character and wellbeing.

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?

Since the previous ERO review, patterns of achievement have been variable, but remained high at most senior levels. Overall outcomes for Māori and Pacific learners remain below that of their peers.

School data shows most students gain NCEA at Levels 1, 2 and 3 and are similar to or above figures nationally at Levels 1 and 2. In 2017, achievement improved significantly at NCEA Level 3 and University Entrance (UE) to be above national rates for some groups.

Certificate endorsements for NCEA have improved significantly for some groups at Levels 2 and 3 in 2017, to be above schools of similar type.

Māori achievement is similar to their peers at Level 1, but in 2017 declined to be below their peers at Levels 2, 3 and for UE. After steady rates of improvement since 2015, nearly all leavers gained Level 2 in 2017. School leaders and trustees recognise the need to address the increasing disparity in achievement rates for Māori.

Most Pacific learners achieve NCEA Levels 1 and 2 and nearly all gain Level 3. Attainment in UE is below that of their peers.

Students with additional learning needs are identified and achieve well in relation to their individual goals and expectations. School data shows some of these students progress to gain qualifications.

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

The school does not yet have a clear picture of how well it accelerates the learning of those Māori and others who need this.

Some students who enter below expectations make accelerated progress as they move through the school to gain success at senior levels.

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?

The system for closer tracking and monitoring of students is being strengthened in 2018. This provides a useful process for regular sharing of information by staff about learning, progress, engagement and wellbeing to enable a better response to student needs.

A more deliberate approach and response to improving provision for Māori and Pacific learners is emerging. These strategies includehui with whānau and close individual monitoring and advice. Māori and Pacific leadership is promoted and highly evident across the school. This is reinforced by tuakana teina relationships and the whānau system. Students have opportunities to make connections to their language, culture and identity through class programmes, school activities and cultural events.

Students benefit from pastoral care programmes and an inclusive environment where strong and positive relationships are fostered. This enables high levels of engagement and participation in their learning and promotes a strong sense of belonging and wellbeing for holistic success. Students demonstrate confidence and participate in a wide range of programmes, events and competitions with success. Mana wahine is evident.

Increased curriculum responsiveness, to cater for diverse interests and needs at senior levels, supports high levels of engagement and success. A considered approach to blended curriculum courses, future-focused programmes and responsive timetabling increases student choice to engage in meaningful options and pathways. As a result, learners participate in a suitable range of courses to meet their aspirations.

School leaders support the board to improve processes for setting and monitoring strategic direction and results. Trustees value improved levels of communication and information in relation to school development, priorities and student outcomes, to inform resourcing. A well-considered process for reviewing policies and procedures provides a sound foundation for decisions and practice.

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

A long period of transition to changed leadership has impacted on systems and processes for decision making and improvement. School leaders recognise the need for a coordinated and cohesive approach to better support ongoing school development and improvement. A strategic focus for school leaders is building, through appraisal and targeted PLD, clear expectations for effective teaching and learning, culturally responsive practice and teacher and leadership capability.

For Years 9 and 10 and those at risk of poor educational outcomes, continuing to build schoolwide approaches for effective literacy and numeracy provision and measuring and promoting improved rates of progress is needed.

Teachers and leaders should more clearly identify and report on accelerated progress for groups of learners and in relation to school targets. Year 9 and 10 achievement data requires better analysis in relation to curriculum expectations. This should provide more useful information to identify and address disparity and underachievement at these levels.

Extending the use of deeper inquiry and effective evaluation by teachers, leaders and trustees, is a key next step. This includes strengthening consultation, feedback and collaborative sense making processes to ensure greater knowledge about the quality and effectiveness of provision and programmes.

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.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. At the time of this review, seven International students attend the school.

The school offers good provision and support for students to be included and participate positively in school life. Good systems are in place for communication, pastoral care and the safety and wellbeing of students. Provision for English language learning is in place. Students participate and engage in a range of events and activities that provides effective integration into the school and local community.

Next steps are for leaders to establish a coordinated approach to learning programmes and provision appropriate to each individual’s needs. This should include clearer use of students’ goals and aspirations and reporting against these to students and their parents.

4 Going forward

Key strengths of the school

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

• learning programmes and pathways that provide diverse opportunities for learners’ success

• the culture and learning environment that promotes participation and leadership

• processes for regular monitoring that supports senior students to be successful

• systems and processes for strategic planning, reporting and review that improve responsiveness and assist decision making.

Next steps

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

• establishing shared expectations and improving strategies and programmes to better accelerate the literacy and numeracy of those who need this, especially for Years 9 and 10

• strengthened consultation, feedback and collaborative processes to monitor the quality and effectiveness of programmes and how to improve these

• internal evaluation processes and practices that better inform decision making for improvement.

[ERO will provide an internal evaluation workshop for trustees and senior leaders]

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

12 October 2018

About the school

Location	Wellington
Ministry of Education profile number	284
School type	Secondary (Year 9 to 15)
School roll	201
Gender composition	Female 100%
Ethnic composition	Māori 15% Pākehā 27% Samoan 16% Asian 14% Pacific 5% Other ethnic groups 23%
Students with Ongoing Resourcing Funding (ORS)	No
Provision of Māori medium education	No
Review team on site	August 2018
Date of this report	12 October 2018
Most recent ERO report(s)	Education Review October 2015 Education Review September 2012 Education Review April 2009

1 Context

What are the important features of this school that have an impact on student learning?

St Catherine's College (Kilbirnie) in Wellington provides education for girls in Years 9 to 13. Since the 2012 ERO review the senior leadership team has been extended to include two new members. Several new middle managers and staff have also been appointed. Proprietor appointed and parent elected trustees govern the school. Several changes in the chair position have occurred since the previous ERO review.

The college is founded on Mercy traditions. These inform its gospel values, teaching and co‑curricular programmes. The diverse roll includes 15% of students identifying as Māori, 23% as Pacific and others from a range of ethnicities. A vertical form whānau structure and pastoral care programmes across the college promote and respond to students’ wellbeing.

Since 2013, teachers have been involved in professional learning and development (PLD) which includes a Ministry of Education Positive Behaviour for Learning programme (PB4L), and Restorative Practice. As a result, shared behavioural expectations based on friendship, achievement, integrity, tolerance and hospitality (FAITH) are promoted across the college.

Students extend their learning opportunities through class-sharing arrangements with a nearby Catholic college. Students have high levels of participation and success in a wide range of academic, sporting and cultural activities. Most students stay at school until Year 13.

A current priority of proprietor trustees is to oversee the improvements in teaching and learning facilities with the construction of a new classroom block.

2 Learning

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

Achievement information is well used to make improvements to learners’ engagement, progress and achievement. Teachers know students well and access a wide range of information to track progress, inform their teaching programmes and respond to students’ learning and pastoral needs.

Leaders and teachers increasingly focus on inquiring into data to identify areas for improvement and develop specific targets and actions. Students’ progress is closely monitored and shared through student profiles and regular communications with parents during the year.

High expectations, close monitoring and follow up on student attendance, engagement and progress have contributed to improvements. These successes are shared and celebrated in assemblies. Leaders make good use of a wide range of information to transition students into the college at Year 9. Trustees receive regular progress reports on charter goals and targets, and student achievement.

Since 2012 there have been steady improvements in National Certificates of Education Achievement (NCEA) results, especially for Levels 2 and 3 and in University Entrance for all groups. Results for students overall in Level 2 and 3 and for UE are above similar types of schools and well above national rates. Many leavers are awarded with local and national tertiary scholarships to support their further education and training.

Rates of engagement, progress and qualifications achievement for Māori have steadily improved in the past three years. This is especially evident at NCEA Levels 2, 3 and UE where Māori achieve well above those in schools of similar type and well above national rates overall. Pacific students achieve well above rates for all students nationally and those in similar types of schools at all NCEA Levels.

Recent analysis of PB4L data indicates improved engagement for students at risk of poor educational outcomes.

Further development of inquiry into student data by trustees, leaders and teachers should strengthen strategies to promote equity and excellence across the school.

3 Curriculum

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

A responsive curriculum promotes increased opportunities for student choice and success. Tailored learning and vocational pathways courses are developed in some subjects to match students’ interests, abilities and aspirations. Collaborative programme planning with a nearby college, tertiary and workplace-based providers extends course options and pathways for senior students.

Further review and evaluation of pathways and careers programmes and tools is a next step. This should inform programme innovation and motivate and extend all learners to achieve at high levels and be successful in transitions beyond school.

Positive and productive relationships are evident amongst students and between teachers and students. Increased use of student voice and input contribute to ongoing development of teaching programmes and learning opportunities to match different needs and interests.

Students are encouraged to be successful through effective support systems and interventions. These include learning support, extra tutorials and English language learner programmes. The recently introduced Awhina Roopū academic and pastoral mentoring system provides weekly targeted support for individual students.

Pacific students are affirmed in their languages, cultures and identity through the curriculum, leadership, sport and performing arts. Their success and achievement are supported by reciprocal communications with parents and aiga, enabling them to participate in their daughters’ education. Strengthened partnerships contribute to improved rates of achievement for this group.

Students develop ownership of their learning through termly goal setting, student led conferences and increased access to progress information and results.

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

Trustees and leaders have appropriately prioritized strategies and resourcing to further promote educational success for Māori, as Māori. Te ao Māori has been enhanced by the appointment of a te reo Māori teacher in 2013. Students benefit from cultural mentoring, kapa haka, and opportunities for leadership. They value external cultural competitions to gain success and promote their identity as Māori.

Leaders and teachers are positively involved in developing their knowledge and skills to promote te ao Māori school wide. Most are actively developing their cultural competencies and some are involved in te reo Māori courses to increase their knowledge and confidence. Teachers have begun using inquiry to evaluate the impact of their strategies used on improving outcomes for Māori learners.

Next steps are for trustees and leaders to further develop strategies, targets and indicators for promoting Māori success. These should help to strengthen evaluation and review by trustees, leaders and teachers.

4 Sustainable Performance

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

The college is well placed to sustain recent development initiatives and improve its performance. Leaders and trustees have responded well to recommendations in the 2012 ERO report. A strengthened senior leadership team provides increased expertise and participation in decisions, new initiatives and school operations.

The board has extended its representation of the school community. Appropriate and effective strategies are used by trustees and leaders to engage with the community and strengthen partnerships with parents, whānau and aiga. The board is well informed by the principal about progress with annual plans and priorities.

Review and reporting processes have continued to develop with a focus on improvement for students. Leaders are delegated with responsibility for one of the six identified dimensions of an effective school and lead several initiatives to improve outcomes for diverse learners.

Trustees and leaders should further develop and strengthen goal and target setting. A greater focus on evaluating the impact of the board’s performance, goals, targets and strategies should better inform planning and decision making for ongoing school improvement.

A recently developed performance management system and policy introduced early in 2015 provides appropriate processes for promoting improvement in teacher performance against goals and Practising Teacher Criteria. Next steps are for leaders to extend good practices and model improved consistency. This should include:

• documented appraiser feedback
• more specific goals related to student outcomes
• greater use of student achievement information
• evaluation within the process.

A wide range of PLD is in place to build individual capability and align with school strategic goals. Teachers are developing their understanding of how to inquire into their practices. Some high quality examples are used to inform change and improvement. Leaders and teachers model learning and good practice through professional learning groups. Continued focus on improving the progress and achievement of students at risk should be a priority.

Inclusive values and practices promote student wellbeing for success. Diversity is celebrated. Students report a strong sense of belonging, sisterhood and unity. High levels of family and community involvement in school life promote a positive tone and reinforce school values.

Trustees must establish a regular and planned cycle of review and development to ensure policies and procedures are up to date, coherent and fit for purpose.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. At the time of this review there were six international students attending the school.

The college leaders have responded well to the recommendations in the previous ERO report. A self‑review process has been established and provision is regularly reported to the board. International students are valued members of the school community and care is taken to ensure that their educational, social and emotional needs are met.

An effective orientation process supports students’ transition into the college. Their involvement in all aspects of college life is encouraged and their presence and contribution is acknowledged.

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.

ERO found the following area of non-compliance. In order to meet requirements, the board must ensure that it:

maintains an ongoing and evidence-based programme of self review, especially in relation to policies, procedures and plans, including evaluation of student achievement information.[NAG2 (b)National Administration Guidelines, May 2010)

Conclusion

St Catherine’s College’s Mercy tradition, gospel values and high expectations guide teaching, learning and school tone. Inclusive practices promote and celebrate diversity. Students achieve very well in NCEA and participate successfully in a range of academic, sporting and cultural activities. Extending inquiry and evaluation practices should sustain ongoing improvement.

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

About the School

Location	Kilbirnie, Wellington
Ministry of Education profile number	284
School type	Secondary (Year 9 to 15)
School roll	254
Number of international students	6
Gender composition	Girls 100%
Ethnic composition	Māori Pākehā Pacific Asian Middle Eastern African Other ethnic groups	15% 24% 23% 19%   9%   5%   5%
Special features	Catholic special character
Review team on site	August 2015
Date of this report	6 October 2015
Most recent ERO report(s)	Education Review Education Review Education Review	September 2012 April 2009 October 2005